|
|
 |
|
|
 |
|
|
|
|
|
|
|
|
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 4
|
|
WEEK 29 March 22 - March 26
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can annotate an article for understanding.
|
I can annotate an article for understanding.
|
|
Task
|
Students will read and annotate the Corona Vaccine Passage set for understanding.
|
Students will read and annotate the Corona Vaccine Passage set for understanding.
|
|
Method
|
Peer Collaboration
|
Peer Collaboration
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effectively plan an informative essay
|
I can effectively plan an informative essay
|
|
Task
|
Students will complete the planning FLEE Map for several aspects of an introduction.
|
Students will complete the planning FLEE Map for several aspects of an introduction.
|
|
Method
|
Direct Instruction, Peer Collaboration
|
Direct Instruction, Peer Collaboration
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effectively plan several aspects of an informative essay.
|
I can effectively plan several aspects of an informative essay.
|
|
Task
|
Using a FLEE map students will plan the rest of their informative essays down to transitions and paragraph detai
|
Using a FLEE map students will plan the rest of their informative essays down to transitions and paragraph detai
|
|
Method
|
Writing Conferences
|
Writing Conferences
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can create effective informative body paragraphs.
|
I can create effective informative body paragraphs.
|
|
Task
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
|
Method
|
Writing Conferences
|
Writing Conferences
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can create effective informative body paragraphs.
|
I can create effective informative body paragraphs.
|
|
Task
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
|
Method
|
Writing Conferences
|
Writing Conferences
|
|
|
|
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
|
|
- The Stars Beneath Our Feet
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effetively preview a text and make predictions.
|
I can effectively preview a text and make predictions.
|
|
Task
|
Students will preview “Freak the Mighty” and review discussion question to elicit interest in the text.
|
Students will preview “The Stars Beneath our Feet” and review discussion question to elicit interest in the text.
|
|
Method
|
Peer Discussion
|
Peer Discussion
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can work at my personal level with different texts.
|
I can work at my personal level with different texts.
|
|
Task
|
Students will work on iReady at their personal level
|
Students will work on iReady at their personal level
|
|
Method
|
Targeted E-Feedback
|
Targeted E-Feedback
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can identify define unfamiliar words and phrases before reading
|
I can identify define unfamiliar words and phrases before reading
|
|
Task
|
Using vocabulary dictionary pages, students will review various aspects of unfamiliar vocabulary words.
|
Using vocabulary dictionary pages, students will review various aspects of unfamiliar vocabulary words.
|
|
Method
|
Academic Vocabulary
|
Academic Vocabulary
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can listen to a story and participate in discussions regarding characterization & Plot
|
I can listen to a story and participate in discussions regarding characterization & Plot
|
|
Task
|
Students will complete characterization and expostion worksheets
|
Students will complete characterization and expostion worksheets
|
|
Method
|
Read Aloud & Collaboration
|
Read Aloud & Collaboration
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can pass an assessment
|
I can pass an assessment
|
|
Task
|
Students will pass a test showing mastery of characterization and exposition..
|
Students will pass a test showing mastery of characterization and exposition..
|
|
Method
|
Narrative & Vocabulary Assessment
|
Narrative & Vocabulary Assessment
|
|
|
|
|
|
|
|
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 4
|
|
WEEK 30 March 29 - April 2nd
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can annotate an article for understanding.
|
I can annotate an article for understanding.
|
|
Task
|
Students will read and annotate the Corona Vaccine Passage set for understanding.
|
Students will read and annotate the Corona Vaccine Passage set for understanding.
|
|
Method
|
Peer Collaboration
|
Peer Collaboration
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effectively plan an informative essay
|
I can effectively plan an informative essay
|
|
Task
|
Students will complete the planning FLEE Map for several aspects of an introduction.
|
Students will complete the planning FLEE Map for several aspects of an introduction.
|
|
Method
|
Direct Instruction, Peer Collaboration
|
Direct Instruction, Peer Collaboration
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effectively plan several aspects of an informative essay.
|
I can effectively plan several aspects of an informative essay.
|
|
Task
|
Using a FLEE map students will plan the rest of their informative essays down to transitions and paragraph detai
|
Using a FLEE map students will plan the rest of their informative essays down to transitions and paragraph detai
|
|
Method
|
Writing Conferences
|
Writing Conferences
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can create effective informative body paragraphs.
|
I can create effective informative body paragraphs.
|
|
Task
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
|
Method
|
Writing Conferences
|
Writing Conferences
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can create effective informative body paragraphs.
|
I can create effective informative body paragraphs.
|
|
Task
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
|
Method
|
Writing Conferences
|
Writing Conferences
|
|
|
|
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
|
|
- The Stars Beneath Our Feet
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effetively preview a text and make predictions.
|
I can effectively preview a text and make predictions.
|
|
Task
|
Students will preview “Freak the Mighty” and review discussion question to elicit interest in the text.
|
Students will preview “The Stars Beneath our Feet” and review discussion question to elicit interest in the text.
|
|
Method
|
Peer Discussion
|
Peer Discussion
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can work at my personal level with different texts.
|
I can work at my personal level with different texts.
|
|
Task
|
Students will work on iReady at their personal level
|
Students will work on iReady at their personal level
|
|
Method
|
Targeted E-Feedback
|
Targeted E-Feedback
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can identify define unfamiliar words and phrases before reading
|
I can identify define unfamiliar words and phrases before reading
|
|
Task
|
Using vocabulary dictionary pages, students will review various aspects of unfamiliar vocabulary words.
|
Using vocabulary dictionary pages, students will review various aspects of unfamiliar vocabulary words.
|
|
Method
|
Academic Vocabulary
|
Academic Vocabulary
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can listen to a story and participate in discussions regarding characterization & Plot
|
I can listen to a story and participate in discussions regarding characterization & Plot
|
|
Task
|
Students will complete characterization and expostion worksheets
|
Students will complete characterization and expostion worksheets
|
|
Method
|
Read Aloud & Collaboration
|
Read Aloud & Collaboration
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can pass an assessment
|
I can pass an assessment
|
|
Task
|
Students will pass a test showing mastery of characterization and exposition..
|
Students will pass a test showing mastery of characterization and exposition..
|
|
Method
|
Narrative & Vocabulary Assessment
|
Narrative & Vocabulary Assessment
|
|
|
|
|
|
|
|
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 4
|
|
WEEK 31 April 5th - April 9th
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
Holiday
|
Holiday
|
|
Task
|
|
|
|
Method
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effectively plan for a rebuttal paragraph
|
I can effectively plan for a rebuttal paragraph
|
|
Task
|
Students will practice creating rebuttal paragraphs with at least two pieces of evidence.
|
Students will practice creating rebuttal paragraphs with at least two pieces of evidence.
|
|
Method
|
Direct Instruction, Peer Collaboration
|
Direct Instruction, Peer Collaboration
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
|
|
|
Task
|
FSA Writes
|
FSA Writes
|
|
Method
|
|
|
|
Thursday
|
|
|
|
Standard
|
|
Sub Lesson LAFS.7.RL.1.1
|
|
Target
|
I can preview a text
|
I can preview a text
|
|
Task
|
Students will preview the text Lord of the Flies.
|
Students will preview the text Rikki Tikki Tav with an author webquest
|
|
Method
|
|
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can preview a text
|
I can preview a text
|
|
Task
|
Students will continue to preview the LOtF text..
|
Students will continue to preview the short story Rikki Tikki Tavi with an author web quest.
|
|
Method
|
|
|
|
|
|
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
|
|
- The Stars Beneath Our Feet
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effetively preview a text and make predictions.
|
I can effectively preview a text and make predictions.
|
|
Task
|
Students will preview “Freak the Mighty” and review discussion question to elicit interest in the text.
|
Students will preview “The Stars Beneath our Feet” and review discussion question to elicit interest in the text.
|
|
Method
|
Peer Discussion
|
Peer Discussion
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can work at my personal level with different texts.
|
I can work at my personal level with different texts.
|
|
Task
|
Students will work on iReady at their personal level
|
Students will work on iReady at their personal level
|
|
Method
|
Targeted E-Feedback
|
Targeted E-Feedback
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can identify define unfamiliar words and phrases before reading
|
I can identify define unfamiliar words and phrases before reading
|
|
Task
|
Using vocabulary dictionary pages, students will review various aspects of unfamiliar vocabulary words.
|
Using vocabulary dictionary pages, students will review various aspects of unfamiliar vocabulary words.
|
|
Method
|
Academic Vocabulary
|
Academic Vocabulary
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can listen to a story and participate in discussions regarding characterization & Plot
|
I can listen to a story and participate in discussions regarding characterization & Plot
|
|
Task
|
Students will complete characterization and expostion worksheets
|
Students will complete characterization and expostion worksheets
|
|
Method
|
Read Aloud & Collaboration
|
Read Aloud & Collaboration
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can pass an assessment
|
I can pass an assessment
|
|
Task
|
Students will pass a test showing mastery of characterization and exposition..
|
Students will pass a test showing mastery of characterization and exposition..
|
|
Method
|
Narrative & Vocabulary Assessment
|
Narrative & Vocabulary Assessment
|
|
|
|
|
|
|
|
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 4
|
|
WEEK 32 April 12th - April 16th
|
|
ELA Class
|
|
|
8th Grade
|
7th Grade
|
|
Weekly Resources
|
|
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
|
|
|
Task
|
|
|
|
Method
|
|
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effectively plan for a rebuttal paragraph
|
I can effectively plan for a rebuttal paragraph
|
|
Task
|
Students will practice creating rebuttal paragraphs with at least two pieces of evidence.
|
Students will practice creating rebuttal paragraphs with at least two pieces of evidence.
|
|
Method
|
Direct Instruction, Peer Collaboration
|
Direct Instruction, Peer Collaboration
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
|
|
|
Task
|
FSA Writes
|
FSA Writes
|
|
Method
|
|
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can create effective informative body paragraphs.
|
I can create effective informative body paragraphs.
|
|
Task
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
|
Method
|
|
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can create effective informative body paragraphs.
|
I can create effective informative body paragraphs.
|
|
Task
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
Students will use precise language and domain-specific vocabulary to inform about or explain the topic.
|
|
Method
|
|
|
|
|
|
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
|
|
- The Stars Beneath Our Feet
|
|
Monday
|
|
|
|
Standard
|
|
|
|
Target
|
I can effetively preview a text and make predictions.
|
I can effectively preview a text and make predictions.
|
|
Task
|
Students will preview “Freak the Mighty” and review discussion question to elicit interest in the text.
|
Students will preview “The Stars Beneath our Feet” and review discussion question to elicit interest in the text.
|
|
Method
|
Peer Discussion
|
Peer Discussion
|
|
Tuesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can work at my personal level with different texts.
|
I can work at my personal level with different texts.
|
|
Task
|
Students will work on iReady at their personal level
|
Students will work on iReady at their personal level
|
|
Method
|
Targeted E-Feedback
|
Targeted E-Feedback
|
|
Wednesday
|
|
|
|
Standard
|
|
|
|
Target
|
I can identify define unfamiliar words and phrases before reading
|
I can identify define unfamiliar words and phrases before reading
|
|
Task
|
Using vocabulary dictionary pages, students will review various aspects of unfamiliar vocabulary words.
|
Using vocabulary dictionary pages, students will review various aspects of unfamiliar vocabulary words.
|
|
Method
|
Academic Vocabulary
|
Academic Vocabulary
|
|
Thursday
|
|
|
|
Standard
|
|
|
|
Target
|
I can listen to a story and participate in discussions regarding characterization & Plot
|
I can listen to a story and participate in discussions regarding characterization & Plot
|
|
Task
|
Students will complete characterization and expostion worksheets
|
Students will complete characterization and expostion worksheets
|
|
Method
|
Read Aloud & Collaboration
|
Read Aloud & Collaboration
|
|
Friday
|
|
|
|
Standard
|
|
|
|
Target
|
I can pass an assessment
|
I can pass an assessment
|
|
Task
|
Students will pass a test showing mastery of characterization and exposition..
|
Students will pass a test showing mastery of characterization and exposition..
|
|
Method
|
Narrative & Vocabulary Assessment
|
Narrative & Vocabulary Assessment
|
|
|
|
|
|
