|
|
 |
|
|
 |
|
|
|
|
|
|
|
|
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
|
|
QUARTER 3
|
|
WEEK 19 January 04-January 08
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
Teacher Work Day
|
|
|
Task
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit information revealed.
|
I can determine the central idea of a text based on explicit information revealed.
|
|
Task
|
As a class, we will read the Modgadishu article and answer the basic comprehension questions.
|
As a class, we will read the Hurricane Maria article and answer the basic comprehension questions.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
|
Task
|
Students will annotate Mogadishu text for explicit and implied text evidence.
|
Students will annotate the Hurricane Maria Text for explicit and implied text evidence.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can evaluate advantages and disadvantages of a medium
|
I can analyze an argument in non-fiction.
|
|
Task
|
Students will analyze facts and evidence for quality and sound reasoning.
|
Students will analyze facts and evidence for quality and sound reasoning.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
Summative exam for Mogadishu article
|
Summative Exam on the Hurricane Maria article
|
|
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
|
Teacher work day
|
Teacher work day
|
|
Task
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can have a respectful conversation with someone with different views on homelessness.
|
I can have a respectful conversation with someone with different views on homelessness.
|
|
Task
|
Students learn to practice being open and curious about all perspectives, with a focus on learning from one another, rather than trying to debate the topic at hand
AoW Assignment: Supreme Court
|
Students learn to practice being open and curious about all perspectives, with a focus on learning from one another, rather than trying to debate the topic at hand
AoW Assignment: Supreme Court
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can have a respectful conversation with someone with different views on tolerance
|
I can have a respectful conversation with someone with different views on tolerance
|
|
Task
|
Students learn to practice being open and curious about all perspectives, with a focus on learning from one another, rather than trying to debate the topic at hand
|
Students learn to practice being open and curious about all perspectives, with a focus on learning from one another, rather than trying to debate the topic at hand
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can delineate and evaluate an argument
|
I can delineate and evaluate an argument
|
|
Task
|
Freckle assigment RI.3.8
|
Freckle assignment RI.3.8
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can develop an argument to support or reject the Supreme Court;s position
|
I can develop an argument to support or reject the Supreme Court;s position
|
|
Task
|
.Students will complete their article responses to the Supreme Court AOW
|
.Students will complete their article responses to the Supreme Court AOW
|
|
|
|
|
|
|
|
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 20 January 11-January 15
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit information revealed.
|
I can determine the central idea of a text based on explicit information revealed.
|
|
Task
|
As a class, we will read the Insects article and answer the basic comprehension questions.
|
As a class, we will read the Fortnite article and answer the basic comprehension questions.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer quiz questions based on notes taken
|
I can answer quiz questions based on notes taken
|
|
Task
|
Students will take a short quiz based on comprehension questions answered yesterday.
|
Students will take a short quiz based on comprehension questions answered yesterday.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
|
Task
|
Students will annotate Insects text for explicit and implied text evidence.
|
Students will annotate the Fortnite Text for explicit and implied text evidence.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze an argument in non-fiction.
|
I can analyze an argument in non-fiction.
|
|
Task
|
Students will analyze facts and evidence in the Insects article for quality and sound reasoning.
|
Students will analyze facts and evidence in the Fortnite article for quality and sound reasoning.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can integrate information between video & Text on the same event
|
I can integrate information between video & Text on the same event
|
|
Task
|
Students will compare video and text on the same subjects: insects
|
Students will compare video and text on the same subjects: Fortnite
|
|
|
|
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 delineate and evaluate an argument
|
I can delineate and evaluate an argument
|
|
Task
|
3.8 Freckle assignment and skills practice
|
3.8 Freckle assignment and skills practice
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer basic comprehension questions related to the novel such as characters, setting, and theme
|
I can answer basic comprehension questions related to the novel such as characters, setting, and theme
|
|
Task
|
Students will answer comprehension questions focused on Characters & Setting in NIMH chapter 1
|
Students will answer comprehension questions focused on Characters & Setting in NIMH chapter 1
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will be researching vocabulary and grammar associated with the NIMH text. (chap 1)
|
Students will be researching vocabulary and grammar associated with the NIMH text. (chap1)
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can illustrate a setting from literature
|
I can illustrate a setting from literature
|
|
Task
|
After reading chapter 2, students will illustrate the setting of Mrs. Frisby’s home.
|
After reading chapter 2, students will illustrate the setting of Mrs. Frisby’s home.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will be researching vocabulary and grammar associated with the NIMH text. (chap 2)
Please note: Thursday & Friday may be flipped.
|
Students will be researching vocabulary and grammar associated with the NIMH text. (chap 2)
Please note: Thursday & Friday may be flipped.
|
|
|
|
|
|
|
|
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 21 January 19-January 22
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
Martin Luther King Day
|
|
|
Task
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit information revealed.
|
I can determine the central idea of a text based on explicit information revealed.
|
|
Task
|
As a class, we will read the 911 Dust article article and answer the basic comprehension questions.
|
As a class, we will read the Adopt article and answer the basic comprehension questions.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
|
Task
|
Students will annotate Dust text for explicit and implied text evidence.
|
Students will annotate the Adopt Text for explicit and implied text evidence.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze an argument in non-fiction.
|
I can analyze an argument in non-fiction.
|
|
Task
|
Students will analyze facts and evidence for quality and sound reasoning.
|
Students will analyze facts and evidence for quality and sound reasoning.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
Summative exam for 911 Dust article
|
Summative Exam on the Adopt article
|
|
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
|
|
|
|
Task
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer basic comprehension questions related to the novel such as characters, setting, and theme
|
I can answer basic comprehension questions related to the novel such as characters, setting, and theme
|
|
Task
|
Students will answer comprehension questions focused on Characters & Setting in NIMH chapter 2
|
Students will answer comprehension questions focused on Characters & Setting in NIMH chapter 2
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will be researching vocabulary and grammar associated with the NIMH text. (chap 3-5)
|
Students will be researching vocabulary and grammar associated with the NIMH text. (chap 3-5)
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
|
|
|
Task
|
Freckle
|
Freckle
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will be researching vocabulary and grammar associated with the NIMH text. (chap 3-5)
|
Students will be researching vocabulary and grammar associated with the NIMH text. (chap 3-5)
.
|
|
|
|
|
|
|
|
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 22 January 25-January 29
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
- Performance Matters Essay Practice
|
- Performance Matters Essay Practice
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze arguments to support claims with clear reasons and relevant evidence.
|
I can analyze arguments to support claims with clear reasons and relevant evidence.
|
|
Task
|
Students will read two articles and analyze a student model essay for sufficient claims and evidence.
|
Students will read two articles and analyze a student model essay for sufficient claims and evidence.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can utilize the skills I learned from reading informational text and identifying claims in an argument and cite evidence to support the claims.
|
I can utilize the skills I learned from reading informational text and identifying claims in an argument and cite evidence to support the claims.
|
|
Task
|
Students will complete a post-test for Standard RI 3.8.
|
Students will complete a post-test for Standard RI 3.8.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I will read 4 resource documents in preparation to write a argumentative essay.
|
I will read 4 resource documents in preparation to write a argumentative essay.
|
|
Task
|
Students will read a letter, a newspaper article, data analysis, and a radio interview about attending school and answer questions related to each. Students will answer comprehension questions about each source document that was read.
|
Students will read a blog, a biography, an advertisement, and a newspaper article about outer space and answer questions related to each.Students will answer comprehension questions about each source document that was read.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can plan and pre-write and discover types of evidence to use in supporting a claim, and choose evidence for an argumentative essay.
|
I can plan and pre-write and discover types of evidence to use in supporting a claim, and choose evidence for an argumentative essay.
|
|
Task
|
Students will plan and prewrite by identifying precise claims and write a precise claim for the issue, “Should students be required to stay in school until they are 18?” Complete Page 18 and 19 in Performance Assessment.
|
Students will plan and prewrite by identifying precise claims and write a precise claim for the issue, “Should people have the right to claim territory in outer space?” Complete Page 16 and 17 in Performance Assessment.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can finalize a logical plan for writing a draft of the essay “Should students be required to stay in school until they are 18?”
|
I can finalize a logical plan for writing a draft of the essay “Should people have the right to claim territory in outer space?”
|
|
Task
|
Students will complete Page 20 of Performance assessment and begin to draft a practice essay. They will write an introduction and one body paragraphs using the FATP strategy and preview checklist on page 21.
|
Students will complete Page 18 of Performance assessment and begin to draft a practice essay. They will write an introduction and one body paragraphs using the FATP strategy and preview checklist on page 19.
|
|
|
|
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 differentiate the subtle differences between literal and figurative language
|
I can differentiate the subtle differences between literal and figurative language
|
|
Task
|
Personification vs. Anthropomorphism Lesson
|
Personification vs. Anthropomorphism Lesson
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
|
Task
|
NIMH Chapters 1-6 Quiz
|
NIMH Chapters 1-6 Quiz
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
Freckle
|
Freckle
|
|
Task
|
Students will be supplementing figurative and literal language learning on Freckle.
|
Students will be supplementing figurative and literal language learning on Freckle.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will listen to and work on vocabulary, grammar, and comprehension questions for NIMH chapter 7-8
|
Students will listen to and work on vocabulary, grammar, and comprehension questions for NIMH chapter 7-8
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will listen to and work on vocabulary, grammar, and comprehension questions for NIMH chapter 7-8
|
Students will listen to and work on vocabulary, grammar, and comprehension questions for NIMH chapter 7-8
|
|
|
|
|
|
|
|
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 23 February 1-February 5
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
- Performance Matters Essay Practice
|
- Performance Matters Essay Practice
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze arguments to support claims with clear reasons and relevant evidence.
|
I can analyze arguments to support claims with clear reasons and relevant evidence.
|
|
Task
|
Students will read two articles and analyze a student model essay for sufficient claims and evidence.
|
Students will read two articles and analyze a student model essay for sufficient claims and evidence.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can utilize the skills I learned from reading informational text and identifying claims in an argument and cite evidence to support the claims.
|
I can utilize the skills I learned from reading informational text and identifying claims in an argument and cite evidence to support the claims.
|
|
Task
|
Students will complete a post-test for Standard RI 3.8.
|
Students will complete a post-test for Standard RI 3.8.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I will read 4 resource documents in preparation to write a argumentative essay.
|
I will read 4 resource documents in preparation to write a argumentative essay.
|
|
Task
|
Students will read a letter, a newspaper article, data analysis, and a radio interview about attending school and answer questions related to each. Students will answer comprehension questions about each source document that was read.
|
Students will read a blog, a biography, an advertisement, and a newspaper article about outer space and answer questions related to each.Students will answer comprehension questions about each source document that was read.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can plan and pre-write and discover types of evidence to use in supporting a claim, and choose evidence for an argumentative essay.
|
I can plan and pre-write and discover types of evidence to use in supporting a claim, and choose evidence for an argumentative essay.
|
|
Task
|
Students will plan and prewrite by identifying precise claims and write a precise claim for the issue, “Should students be required to stay in school until they are 18?” Complete Page 18 and 19 in Performance Assessment.
|
Students will plan and prewrite by identifying precise claims and write a precise claim for the issue, “Should people have the right to claim territory in outer space?” Complete Page 16 and 17 in Performance Assessment.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can finalize a logical plan for writing a draft of the essay “Should students be required to stay in school until they are 18?”
|
I can finalize a logical plan for writing a draft of the essay “Should people have the right to claim territory in outer space?”
|
|
Task
|
Students will complete Page 20 of Performance assessment and begin to draft a practice essay. They will write an introduction and one body paragraphs using the FATP strategy and preview checklist on page 21.
|
Students will complete Page 18 of Performance assessment and begin to draft a practice essay. They will write an introduction and one body paragraphs using the FATP strategy and preview checklist on page 19.
|
|
|
|
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 differentiate the subtle differences between literal and figurative language
|
I can differentiate the subtle differences between literal and figurative language
|
|
Task
|
Personification vs. Anthropomorphism Lesson
|
Personification vs. Anthropomorphism Lesson
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
|
Task
|
NIMH Chapters 1-6 Quiz
|
NIMH Chapters 1-6 Quiz
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
Freckle
|
Freckle
|
|
Task
|
Students will be supplementing figurative and literal language learning on Freckle.
|
Students will be supplementing figurative and literal language learning on Freckle.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will listen to and work on vocabulary, grammar, and comprehension questions for NIMH chapter 7-8
|
Students will listen to and work on vocabulary, grammar, and comprehension questions for NIMH chapter 7-8
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will listen to and work on vocabulary, grammar, and comprehension questions for NIMH chapter 7-8
|
Students will listen to and work on vocabulary, grammar, and comprehension questions for NIMH chapter 7-8
|
|
|
|
|
|
|
|
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 24 February 08-February 12
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit information revealed.
|
I can determine the central idea of a text based on explicit information revealed.
|
|
Task
|
As a class, we will read the Instagram Influencers article and answer the basic comprehension questions.
|
As a class, we will read the Instagram Influencers article and answer the basic comprehension questions.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer quiz questions based on notes taken. I can determine the central idea of a text based on explicit and implied information revealed in text.
|
I can answer quiz questions based on notes taken. I can determine the central idea of a text based on explicit and implied information revealed in text.
|
|
Task
|
Students will take a short quiz based on comprehension questions answered yesterday.Students will annotate Influencer text for explicit and implied text evidence.
|
Students will take a short quiz based on comprehension questions answered yesterday. Students will annotate Influencer text for explicit and implied text evidence.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
|
Task
|
Students will annotate Influencer text for explicit and implied text evidence.
|
Students will annotate the Influencer Text for explicit and implied text evidence.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze an author’s point of view and perspective
|
I can analyze an author’s point of view and perspective
|
|
Task
|
Students will analyze the author’s point of veiw and perspective in the Influencer Article.
|
Students will analyze the author’s point of veiw and perspective in the Influencer Article.
|
|
Tuesday
|
|
|
|
Standard
|
- RI.1.1, 3.7, LAFS.8.RI 2.6
|
- LAFS.7.RI 3.7, LAFS.7.RI 2.6
|
|
Target
|
Students will analyze the author’s point of veiw and perspective in the Influencer Article. I can integrate information between video & Text on the same event
|
Students will analyze the author’s point of veiw and perspective in the Influencer Article. I can integrate information between video & Text on the same event
|
|
Task
|
Students will compare video and text on the same subjects: Influencers, Students will analyze the author’s point of veiw and perspective in the Influencer Article.
|
Students will compare video and text on the same subjects: Influencers. Students will analyze the author’s point of veiw and perspective in the Influencer Article.
|
|
|
|
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 author’s purpose and perspective
|
I can analyze author’s purpose and perspective
|
|
Task
|
2.6 Freckle assignment and skills practice
|
2.6 Freckle assignment and skills practice
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
Quiz review before assessment for Mrs. Frisby Chaps 7-12
|
Quiz review before assessment for Mrs. Frisby Chaps 7-12
|
|
Task
|
Assessment
|
Assessment
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
After listening to the chapters, students will be researching vocabulary and grammar associated with the NIMH text. (chap 13-15)
|
After listening to chapters, students will be researching vocabulary and grammar associated with the NIMH text. (chap13-15)
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
After listening to the chapters, students will be researching vocabulary and grammar associated with the NIMH text. (chap 13-15)
|
After listening to chapters, students will be researching vocabulary and grammar associated with the NIMH text. (chap13-15)
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
|
|
|
Task
|
|
|
|
|
|
|
|
|
|
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
|
|
QUARTER 3
|
|
WEEK 25 February 15-February 19
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
- Influencer Article
- Caveman Article
|
- Influencer Article
- Caveman Article
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
President’s Day
|
|
|
Task
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze author’s purpose and perspective in an assessment
|
I can integrate information between video & Text on the same event
|
|
Task
|
Skills assessment test for RI.2.6 for the Influencer Article
|
Students will compare video and text on the same topic - Instagram Influencers
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
I can analyze author’s purpose and perspective in an assessment
|
|
Task
|
As a class, we will read the Caveman article and answer the basic comprehension questions.
|
Skills assessment test for RI.2.6 for the Influencer Article
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer quiz questions based on notes taken. I can determine the central idea of a text based on explicit and implied information revealed in text.
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
|
Task
|
Students will take a quick quiz on comprehension questions. Students will annotate Influencer text for explicit and implied text evidence.
|
As a class, we will read the Caveman article and answer the basic comprehension questions.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can distinguish the difference between different categories of connotation.
|
I can answer quiz questions based on notes taken. I can determine the central idea of a text based on explicit and implied information revealed in text.
|
|
Task
|
Students will sort words into from the Caveman article into negative, positive and neutral categories.
|
Students will take a quick quiz on comprehension questions. Students will annotate Influencer text for explicit and implied text evidence.
|
|
|
|
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
|
Holiday
|
Holiday
|
|
Task
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can work at my reading level on i-Ready
|
I can work at my reading level on i-Ready
|
|
Task
|
|
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will work on vocabulary and grammar for chaps. 16-18
|
Students will work on vocabulary and grammar for chaps. 16-18
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
|
Task
|
Students will work on plot, setting and characters for Mrs. Frisby 16-18
|
Students will work on plot, setting, and characters for Mrs. Frisby chapters 16-18
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can pass a RL assessment
|
I can master an RL assessment
|
|
Task
|
Students will take an assessment on Mrs. Frisby chapters 13-18
|
Students will take an assessment on Mrs. Frisby chapters 13-18
|
|
|
|
|
|
|
|
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
|
|
QUARTER 3
|
|
WEEK 26 February 22-February 26
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
- Influencer Article
- Caveman Article
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
I can analyze author’s purpose and perspective in an assessment
|
|
Task
|
As a class, we will read the Caveman article and answer the basic comprehension questions.
|
Modified skills assessment test for RI.2.6 for the Influencer Article
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer quiz questions based on notes taken. I can determine the central idea of a text based on explicit and implied information revealed in text.
|
I can determine the central idea of a text based on explicit and implied information revealed in text.
|
|
Task
|
Students will take a quick quiz on comprehension questions. Students will annotate Influencer text for explicit and implied text evidence.
|
As a class, we will read the Caveman article and answer the basic comprehension questions.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can distinguish the difference between different categories of connotation.
|
I can answer quiz questions based on notes taken. I can determine the central idea of a text based on explicit and implied information revealed in text.
|
|
Task
|
Students will sort words into from the Caveman article into negative, positive and neutral categories.
|
Students will take a quick quiz on comprehension questions. Students will annotate Influencer text for explicit and implied text evidence.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
Students will analyze the structure of a specific paragraph in a text, including the role of particular sentences in developing a key concept.
|
I can distinguish the difference between different categories of connotation.
|
|
Task
|
Students will explain how certain paragraphs in the Caveman article contribute to the whole article.
|
Students will sort words into from the Caveman article into negative, positive and neutral categories.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze an author’s point of view and perspective
|
Students will analyze the structure of a specific paragraph in a text, including the role of particular sentences in developing a key concept.
|
|
Task
|
Students will analyze the author’s point of veiw and perspective in the Caveman Article.
|
Students will explain how certain paragraphs in the Caveman article contribute to the whole article.
|
|
|
|
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 integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
|
Students will integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
|
|
Task
|
Students will continue to work on their video and artistic assignments for the Save the Chimps project.
|
Students will continue to work on their video and artistic assignments for the Save the Chimps project.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can work at my reading level on i-Ready
|
I can work at my reading level on i-Ready
|
|
Task
|
|
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will work on vocabulary and grammar for chaps. 16-18
|
Students will work on vocabulary and grammar for chaps. 16-18
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
|
Task
|
Students will work on plot, setting and characters for Mrs. Frisby 16-18
|
Students will work on plot, setting, and characters for Mrs. Frisby chapters 16-18
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can pass a RL assessment
|
I can master an RL assessment
|
|
Task
|
Students will take an assessment on Mrs. Frisby chapters 13-18
|
Students will take an assessment on Mrs. Frisby chapters 13-18
|
|
|
|
|
|
|
|
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
|
|
QUARTER 3
|
|
WEEK 27 March 1 - March 5
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
|
|
|
Task
|
APM Assessment
|
APM Assessment
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
|
|
|
Task
|
APM Assessment
|
APM Assessment
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
Students will analyze the structure of a specific paragraph in a text, including the role of particular sentences in developing a key concept.
|
Students will analyze the structure of a specific paragraph in a text, including the role of particular sentences in developing a key concept.
|
|
Task
|
Students will explain how certain paragraphs in the Caveman article contribute to the whole article.
|
Students will explain how certain paragraphs in the Caveman article contribute to the whole article.
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can analyze an author’s point of view and perspective
|
I can analyze an author’s point of view and perspective
|
|
Task
|
Students will analyze the author’s point of veiw and perspective in the Caveman Article.
|
Students will analyze the author’s point of veiw and perspective in the Caveman Article.
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can integrate information from a video and text on the same topic
|
I can integrate information from a video and text on the same topic
|
|
Task
|
Students will view a video on the topic of processed foods that they can integrate with the Caveman article.
|
Students will view a video on the topic of processed foods that they can integrate with the Caveman article.
|
|
|
|
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 integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
|
Students will integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
|
|
Task
|
Students will continue to work on their video and artistic assignments for the Save the Chimps project.
|
Students will continue to work on their video and artistic assignments for the Save the Chimps project.
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
Students will integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
|
Students will integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
|
|
Task
|
Students will continue to work on their video and artistic assignments for the Save the Chimps project.
|
Students will continue to work on their video and artistic assignments for the Save the Chimps project.
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can determine the meaning of words and phrases as they are used in a text
|
I can determine the meaning of words and phrases as they are used in a text
|
|
Task
|
Students will work on vocabulary and grammar for chaps. 19-21
|
Students will work on vocabulary and grammar for chaps. 19-21
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
|
Task
|
Students will work on plot, setting and characters for Mrs. Frisby 19-21
|
Students will work on plot, setting, and characters for Mrs. Frisby chapters 19-21
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
I can answer questions related to the novel such as characters, setting, and theme as well as vocabulary presented in text
|
|
Task
|
Students will work on plot, setting and characters for Mrs. Frisby 19-21
|
Students will work on plot, setting and characters for Mrs. Frisby 19-21
|
|
|
|
|
|
