|
|
 |
|
|
 |
|
|
|
|
|
|
|
|
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 10 October 12-October 16
|
|
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
|
.Students will locate areas in Anthem that display tone and mood, inference, and connotation.
|
.Students will locate areas in Anthem that display tone and mood, inference, and connotation.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze how particular incidents in a story propel the action of the plot
|
Students will listen to a reading of an informative article from Flesh and Blood so Cheap
|
|
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.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can use text evidence to support mythinking about what the text says directly and indirectly (inferences.)
|
Students will listen to a reading of an informative article from Flesh and Blood so Cheap
|
|
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
|
Quiz on weekly grammar and vocabulary.
|
Quiz on weekly grammar and vocabulary
|
|
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 understand the themes and messages an author is conveying
|
I can understand the themes and messages an author is conveying
|
|
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 make connections to the text and message the author is conveying
|
I can make connections to the text and message the author is conveying
|
|
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 understand the themes and messages an author is conveying
|
I can understand the themes and messages an author is conveying
|
|
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
|
Last Chapter of WTRFG
|
Last chapter of WTRFG
|
|
Task
|
Reading strategy book word choice lesson #
|
Reading strategy book text structure lesson #
|
|
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 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
|
|
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.
|
|
|
|
|
|
|
|
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 create student centered definitions, synonyms, and antonyms
|
Complete the Wordwork Freyer model to create student centered definitions, synonyms, and antonyms.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze the difference between author’s tone and the reader’s mood
|
I can define words or phrases based on context clues to complete a Freyer Model
|
|
Task
|
Tone & Mood practice from The Tell Tale Heart
|
Complete the Wordwork Freyer model to create student centered definitions, synonyms, and antonyms
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can create a objective summaries in paragraphs dealing with higer level vocabulary.
|
I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
|
|
Task
|
Students will work on reading The Tell-Tale Heart while completing questions to assist in understanding the 1350 Lexile text.
|
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 create an objective summaries in paragraphs dealing with higer level vocabulary.
|
I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
|
|
Task
|
Students will work on reading The Tell-Tale Heart while completing questions to assist in understanding the 1350 Lexile text.
|
students will continue to create an outline of the main idea and details of the informative article Flesh and Blood so Cheap.
|
|
Friday
|
|
|
|
Standard
|
|
Various
|
|
Target
|
Main Idea Comprehension & Grammar Quiz
|
Main Idea Comprehension & Grammar Quiz
|
|
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
|
Students will analyze text for word choice and Tone
|
Students will analyze text for word choice and Tone
|
|
Task
|
Students will complete an on level Freckle assignment for Tone and Mood: Terror in the Cabin.
|
Students will complete an on level Freckle assignment for Tone and Mood: Terror in the Cabin.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze the difference between dramatic, situational, and verbal irony.
|
I can analyze the difference between dramatic, situational, and verbal irony. (introduction)
|
|
Task
|
Students will be presented with many instances of irony types and differentiate between them
|
Students will be presented with many instances of irony types and differentiate between them
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze the difference between dramatic, situational, and verbal irony.
|
I can analyze the difference between dramatic, situational, and verbal irony. (introduction)
|
|
Task
|
Students will be presented with many instances of irony types and differentiate between them
|
Students will be presented with many instances of irony types and differentiate between them
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text
|
I can determine the central idea of a text
|
|
Task
|
Students will read and listen to the audio of “The Lottery”
|
Students will read and listen to the audio of “The Lottery”
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text
|
I can determine the central idea of a text.
|
|
Task
|
Students will write a reading reflection before discussing thoughts on The Lottery.
|
Students will write a reading reflection before discussing thoughts on The Lottery.
|
|
|
|
|
|
|
|
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 13 November 2-November 6
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can create objective summaries in paragraphs dealing with higher level vocabulary.
|
I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
|
|
Task
|
Students will work on reading The Tell-Tale Heart while completing questions to assist in understanding the 1350 Lexile text.
|
students will answer basic questions about the main idea and details of the informative article Flesh and Blood so Cheap.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
Main Idea Comprehension & Grammar Quiz
|
I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
|
|
Task
|
Comprehension quiz for The Tell-Tale Heart and grammar quiz on conjunctions
|
students will answer basic questions about the main idea and details of the informative article Flesh and Blood so Cheap.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can diagram a story plot.
|
I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
|
|
Task
|
Students will diagram a story plot for “The Tell-TaleHeart
|
students will answer basic questions about the main idea and details of the informative article Flesh and Blood so Cheap.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can perform a tone analysis of a text to gauge what a narrator is feeling..
|
I can Review for an Exam
|
|
Task
|
Students will work on Tone Analysis of the madman narrator in The Tell Tale Heart to identify what he is feeling.
|
Students will prepare notes for an open book exam and practice with games for learning
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
Vocabulary & Grammar Quiz
|
Flesh and Blood so Cheap Exam
|
|
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
|
Students will practice with tone and mood in Freckle.
|
Students will practice with tone and mood in Freckle.
|
|
Task
|
Students will complete the on-level tone and mood assignment, The Luxury of Teardrops.
|
Students will complete the on-level tone and mood assignment, The Luxury of Teardrops.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
The Lottery comprehension quiz
|
The Lottery comprehension quiz
|
|
Task
|
Assessment quiz
|
Assessment quiz
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can diagram a story plot.
|
I can diagram a story plot.
|
|
Task
|
Students will diagram a story plot for “The Lottery”
|
Students will diagram a story plot for “The Lottery”
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze implied meanings in vocabulary
|
I can analyze implied meanings in vocabulary
|
|
Task
|
Student will complete the Vocabulary Guide: Implied Meanings assignment
|
Student will complete the Vocabulary Guide: Implied Meanings assignment
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze a text for irony.
|
I can analyze a text for irony.
|
|
Task
|
The Lottery irony analysis assignment where students explain how irony was used in each circumstance.
|
The Lottery irony analysis assignment where students explain how irony was used in each circumstance.
|
|
|
|
|
|
|
|
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 14 November 9th-November 13th
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can identify different types of literary devices.
|
I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
|
|
Task
|
.Students will locate areas in the TTH text with different lit devices such as alliteration, simile, etc.
|
students will answer basic questions about the main idea and details of the informative article Flesh and Blood so Cheap.
|
|
Wednesday
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can use text evidence to support mythinking about what the text says directly and indirectly (inferences.)
|
Students will take a formative assessment on Flesh and Blood so Cheap.
|
|
Task
|
Students will complete a prereading questionaire to make sure they understand the policies used against the Jews.
|
Open note, open book assessment
|
|
Friday
|
|
|
|
Standard
|
|
LAFS.7.RL.1.1, 1.2, 1.3
|
|
Target
|
I can analyze the structure and elements of drama
|
I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
|
|
Task
|
Students will complete google slides that develope note for the different dramatic structures and elelments of a drama that they will ecounter in the Anne Frank play.
|
Students will answer basic questions about the main idea and details of the narrative article from Uprising’s Yetta section..
|
|
|
|
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
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
Students will be working in Freckle
|
Students will be working in Freckle
|
|
Task
|
Freckle assignment: Intro to political and economic systems and clams and evidence.
|
Freckle assignment: Intro to political and economic systems and clams and evidence.
|
|
Wednesday
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
Students will be working in Freckle and independent reading
|
Students will be working in Freckle and independent reading
|
|
Task
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Students will be working in Freckle and independent reading/ visiting the media center
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Students will be working in Freckle and independent reading/ visiting the media center
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Friday
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Standard
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Target
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Students will be working in Freckle and independent reading
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Students will be working in Freckle and independent reading
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Task
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Freckle assignment: Intro to political and economic systems and clams and evidence.
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Freckle assignment: Intro to political and economic systems and clams and evidence.
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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 15 November 16-November 20
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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
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Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
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I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
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Task
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Students will review characters from The Diary of Anne Fran and complete character maps with descriptions found in text
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students will answer basic questions about the main idea and details of the fiction story, Uprising.
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Tuesday
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Standard
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Target
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I can create objective summaries of scenes in a play
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I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
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Task
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Students will create objective summaries of acts in the Anne Frank play.
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students will answer basic questions about the main idea and details of the fiction story, Uprising.
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Wednesday
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Standard
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Target
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District Testing
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District Testing / Scaffolding for afternoon ELA classes for Uprising and its higher level vocabulary.
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Task
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Thursday
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Standard
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Target
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District Testing
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District Testing / Scaffolding for afternoon ELA classes for Uprising and its higher level vocabulary.
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Task
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Friday
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Standard
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Target
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I can create objective summaries of scenes in a play
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I can answer basic comprehension questions from a higher order text to aid in comprehension of that text
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Task
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Students will create objective summaries of acts in the Anne Frank play.
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students will answer basic questions about the main idea and details of the fiction story, Uprising.
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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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Target
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I can differntiate between situational and context clue.
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I can differntiate between situational and context clue.
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Task
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Students will analyze The Monkey’s Paw for context and situational context clues.
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Students will analyze The Monkey’s Paw for context and situational context clues.
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Tuesday
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Standard
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Target
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I can plot a short story.
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I can plot a short story.
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Task
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Students wlll complete the short story, The Monkey Paw’s Plot
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Students wlll complete the short story, The Monkey Paw’s Plot
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Wednesday
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Standard
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Target
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I can complete a quiz on comprehension.
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I can complete a quiz on comprehension.
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Task
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Students will complete a short comprehension quiz
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Students will complete a short comprehension quiz
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Thursday
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Standard
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Target
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I can answer questions based on the RACES mnemonic.
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I can answer questions based on the RACES mnemonic.
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Task
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Using the RACES mnemonic, students will answer questions about The Monkey’s Paw.
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Using the RACES mnemonic, students will answer questions about The Monkey’s Paw.
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Friday
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Standard
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Target
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I can compare a text and media on the same subject.
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I can compare a text and media on the same subject.
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Task
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Students will compare The Monkey’s Paw short story and video.
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Students will compare The Monkey’s Paw short story and video.
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