Eng. Agenda and Homework

NOVEMBER 12th- Novemeber 16th 
Important dates:  
NOV 12th is a holiday= NO SCHOOL  
Nov 13th I am collecting notebooks! 
FDC whole week this week. 
Thanksgiving 19th- 23rd 


NOVEMBER 26th- November 30th  
Important dates:   
 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Plans:
  1. MLA Quotes and how this is different than paraphrasing and quoting

  2. Review: theme notes

  3. Break students into groups and they find the themes in:

    1. “Raymond’s Run”

    2. “Why Chicken Means So Much To Me”or the “The Lesson”

    3. “Raymond’s Run”

    4. Scarlet Ibis

  4. Write the theme quotes down and then paraphrase it with the citation  

Plans:  

  1. Review: character development notes

  2. Introduce:Complete MLA In- Text Citation Worksheet

  3. Model how to find the best coming of age quote model this using the notes: coming of age genre characteristics

  4. Find the best coming of age quote in the poems. Go back to the Complete MLA In- Text Citation Worksheet and review how to cite poetry

    1. The Rose Bush

    2. “On Turning Ten”

    3. How this is different to site as a poem than a book- ask them how different it would be if these texts were books?

  5. Break students into groups and they find the character development quotes in:

    1. Find the theme in “Raymond’s Run”

    2. “Why Chicken Means So Much To Me”or the “The Lesson”

    3. “Raymond’s Run”

    4. Scarlet Ibis

    5. Write the theme quotes down and then paraphrase it with the citation

  6. How to omit words in quotes using Complete MLA In- Text Citation Worksheet

    1. Formatting: Quotes For Raymond’s Run and Scarlett Ibis sheet


Plans:



Plans:

Homework:


Homework: 

Homework





NOVEMBER 5th- Novemeber 9th 
Important dates:  
NOV 12th is a holiday= NO SCHOOL  

Homework:

Print "Raymond's Run" and "Scarlet Ibis" Printout Friday 

 Lesson 1   Lesson 2 and Lesson 3 Lesson 4
  Do Now: 
Read 5-10 Min
  Do Now: 
Read 5-10 Min
  Do Now: 
Read 5-10 Min
 

Plans:

  1. Review the difference between summary and synthesis

  2. Compare and contrast

  3. Write a group synthesis on "Raymon's Run " and "Scarlett Ibis"

 

Plans:

INDEPENDENT:

  1. Read “The Lesson”  and the notes using the worksheet

    1. Audio of the “The Lesson”  

    2. Take notes according to the purpose: character development, coming of age and synthesis

  2. Read “Why Chicken Means So Much To Me” and the

    1. Audio of "why Chicken Means So Much to Me"

    2. Take notes on: character development, coming of age, theme

  3. Create a Venn Diagram of both stories

  4. Write a synthesis

  5. Synthesis checklist


Plans:

  1. Collecting printout

  2. Write and finish synthesis

  3. Use Synthesis checklist

    1. how is theme used in a synthesis

    2. how is this intro different than summary?

    3. is theme an interpretation?




OCTOBER 29th- NOVEMBER 2nd 
Important dates:   
 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min
Plans:  
  1. Review theme notes

  2. What is the theme of the “Rose Bush”? “Turning Ten”?

  3. That theme will be our intro sentence to our group synthesis

  4. Using the Venn diagram from Friday, write a synthesis paragraph in groups

    1. As a result of significant events, how does it reshape the character’s point of view and understanding of self?

  5. Don't forget to use and reference your academic transition worksheet

  6. Use the synthesis checklist  


Plans:  

  1. Review: dash, parenthesis, hyphen, semicolon

  2. Check to make sure you are using comma splices in your synthesis

  3. Review the  synthesis checklist

  4. Review proof reading strategies

    1. Underline opinion

    2. circle academic language

    3. Highlight one color similarities

    4. Highlight another color the differences

  1. Turn in

  2. Review with students synthesis models:


Plans:
  1. Comma splice activities

  2. Read “Raymond’s Run” and take notes using the worksheet

    1. "Raymond's Run" audio version

    2. take notes according to purpose: character development, coming of age, and synthesis

    3. How can the purpose dictate the note taking?

  3. Raymond’s Run audio



Plans:Plans:
  1. Collect print out

  2. Reading the “Scarlet Ibis”: and the notes using the worksheet

    1. Audio of the Scarlet Ibis

Homework:


Print out your group synthesis and bring it to Lesson 4

Homework: 

Print out your group synthesis and bring it to Lesson 4

Homework:


Print out your group synthesis and bring it to Lesson 4





OCTOBER 22nd- 26th 
Important dates:   
I have a training to attend on Friday. 
Sorry one more school related absence. 

 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min
Plans:  
  1. Synthesis genre and synonyms- have students fill out this section in their notebook

  2. Compare and contrast the synthesis and summary

  3. Model the summary of Malala of Malala

  4. Model of Sherman Alexie  

  5. Model the Synthesis of Malala and Sherman Alexie

  6. Compare and contrast model summary and synthesis   

    1. introduction to the paragraph

    2. Discuss theme and introduce theme in regards to inerpreting and writing a synthesis

    3. what are the differences?

    4. point out the sections and how they are not or against the conventions of summary writing

    5. how did the venn diagram he did last week support this type of writing genre

    6. circle the academic language and remind them of the venn diagram and purpose

    7. highlight the writing genres and take notes on the paper

  7. (look at the compare and contrast sheet)  is a synthesis similar or different than a summary.  

  8. What aspects about summarizing can transfer to synthesis writing.

  9. Instead of attending to categories or finding similarities and differences, synthesizing sources is a matter of pulling them together into some kind of harmony.



Plans:  

  1. Note taking for a synthesis

  2. Read the Poem with the class

  3. Read the text: Failure helps students

  4. Relate the poem and the article to the "Staying in the Lines" short story

    1. Compare and contrast the similarities and differences of 3 texts.

  5. Create a thematic statement or theme to use in a synthesis


Plans:
  1. A graphic organizer to support synthesis writing:

    1. venn diagram 2

    2. Venn diagram 3

    3. Wheel Diagram

  2. Compare and contrast: synthesis similar or different than a summary. worksheet compare and contrast  

  3. Read the summary and the synthesis and compare and contrast:

  4. Model summary: Inside the lines 1   

  5. Model synthesis with a bib

 



Plans:  
  1. Definition of coming to age

  2. “The Rose Bush”

    1. How is the poem connected to the coming of age genre?  

    2. Before/after character development

    3. Important events that affected the character

    4. Important realizations about life and the world

    5. Theme: social commentary about coming of age?

  3. “On Turning Ten”

  1. How is the poem connected to the coming of age genre?  

  2. Before/after character development

  3. Important events that affected the character

  4. Important realizations about life and the world

  5. Theme: social commentary about coming of age?  


Create a  venn diagram while using  the coming of age aspects and definition: Definition of coming to age


 Homework:

NONE 

 Homework:

None 

 Homework:

 Homework:





OCTOBER 15th- 19th 
Important dates:   
Hudson will be out October 15th and 16th for a district professional development course. 

 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min

Plans:  

  1. Theme: Theme

  2. Theme activity/ Two Brothers- theme activity - definition

  3. Watch Adventure Time episodes and come up with a theme:

Plans:
  1. Compare and contrast your “Super Man and Me” pre-assessment and test

  2. Portfolio Summary Prompt :



Plans:

  1. Real world examples of synthesis

  2. Examples of synthesis writing in college

Plans:
  1. Synthesis genre and synonyms

  2. Compare and contrast the synthesis and summary

  3. Model the summary of Malala of Malala

  4. Model of Sherman Alexie  

  5. Model the Synthesis of Malala and Sherman Alexie

  6. Compare and contrast model summary and synthesis

  7. Look at the compare and contrast sheet: compare and contrast synthesis than a summary.  

 Homework:

NONE! 

 Homework:

NONE 

 Homework:

NONE 
 Homework:

NONE  



OCTOBER 9th- 12th 
Important dates:   
 NO SCHOOL OCT 8TH (TEACHER WORK DAY) 
SUMMARY TEST OCT 11TH or 12TH

  Lesson 2 Lesson 3 Lesson 4
  Do Now
Read 5 Min
 Do Now: 
Read 5 Min
 Do Now: 
Read 5 Min

Plans:

  1. REVIEW YOUR SUMMARY CONVENTIONS (study)

  2. Re-Read Sherman Alexie, “Superman and Me” 

  3. Audio version of Superman and Me

  1. Write a Venn Diagram on Alexie and Malala

  2. Compare and contrast the two educational experiences using the academic language

Plans:
  1. Pre-assess students students on their synthesis writing

    1. Make sure students have the right title tell them they are going to use this in their portfolio at the end of the year.

  2. We will start the synthesis writing next week.

Plans:

  1. Collect the Malala Summary

  2. Superman and Me Summary  test today



 Homework:
  1. Malala Summary printout Friday 
  2. Summary test Friday 
 Homework:
  1. Malala Summary printout Friday 
  2. Summary test Friday 
 Homework: 
  1. Malala Summary printout Friday 
  2. Summary test Friday 

OCTOBER 1st- 5th 
Important dates:   
ALL SCHOOL READ UNTIL OCTOBER 5TH 
SUMMARY TEST OCT 11TH 

 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min
Plans:
  1. Review memoir conventions-

  2. Here are some common problems in your summaries:

  3. Flow, Academic transitions instead of rewriting verbs, and writing from beginning to end without jumping around from event to event (when to teach this)- this is taught during the summary unit

  4. Summary convention: Condensing Information in Summaries

Plans:

  1. Review condensing notes

  2. Read Malala pg 8-11

    1. (audio version)

    2. Write on top of the paper: how do we note-take according to the writing purpose.

    3. Write the Explicit/implicit main ideas in the margin

Plans:
  1. Condensing activities

  2. Go back to Malala short story pg 8-11

  3. Venn diagram

  4. Add the source at the bottom of the venn diagram

  5. Memoir genre  

  6. Model Summary- discussion and checklist

Plans:

  1. Collect “Inside the Lines” printout

    1. Pass out the other summarize

  2. Mini-lesson on verb tense in summary

  3. Condensing review the Malala summary with the checklist focusing on condensing and verb tense.

  4. Add to your Summary reflection for the end of the year portfolio.

 Homework:
1. Print your TV summary homework Friday in class. 2. Revisions of the TV show homework due Wednesday by 3:00 pm
 Homework:
1. Print your TV summary homework Friday in class.

 2. Revisions of the TV show homework due Wednesday by 3:00 pm 
 Homework:
  1. Print your TV summary homework Friday in class. \

  2. Revisions of the TV show homework due Wednesday by 3:00 pm

 Homework: 
  1. Print outs due today

  2. Summary TEST OCT 11TH


September 24th- 28th 
Important dates:   
ALL SCHOOL READ UNTIL OCTOBER 5TH 
 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min
Plans:
  1. Finish the short story

    1. (audio version)

    2. Read “Staying in the Lines”


  2. Dashes: Highlight all the dashed from the short story: how did the author use it in his writing?

  3. Dashes, parentheses, hyphens (compare and contrast what they do in a sentence and how they influence meaning)

    1. when writing about yourself why is acceptable to use dashes?

    2. in summary writing, it is acceptable to use dashes? why or why not?

    3. when we want to add information when do we use parenthesis and commas activity and examples:


  1. Work on sentences (build activity

  2. Go through the questions and discuss the following:

  3. Identity formation, values, motivations development, social status

  4. Turn in summary after using the Summary checklist

Plans:

  1. Need to practice comma, parenthesis, dashes

  2. Introduce pictures POV activity- to introduce memoir is someones point of view.

    1. you eating popcorn then the popcorn pov

    2. (1st person)

    3. you watching your friend in popcorn and you talk to them (2nd person)

    4. someone watching you eat popcorn that you do not know is watching (3rd person)

  3. Go back and add add a dash, parenthesis, or phyphen  (you can look at your notes)

    1. discuss why did you use it this way? was it appropriate to the task?

  4. A memoir is writing written from 1st person POV

    1. what punctuation of dash, parenthesis etc whould best work for a 1st POV

  5. What else do you think memoir is? Memoir (def pict)

  6. Students brainstorm what a memoir is (this took like 1 min at the most)

  7. “Icing on the Cake” Link Story Core/Social Justice Movie Clip

    1. Discuss how this might be a genre according to our class defintion

  8. Based on what we think a memoir is, how is this a memoir?

  9. Conventions- just like writing conventions according to writing genre, reading also has conventions to writing genres.

  10. Memoir genre worksheet.


Plans:
  1. Practice comma splice, parenthesis, dashes as a class

  2. Review your grade on group summary from Monday- revisions are due Friday night.

  3. Vocabulary for the unit: Identity formation, values, motivations, development, social status, access to education, labels, stratification levels in society

  4. You Tube about school and labels and experience

    1. Discuss how this follows the memoir genre according to the definition

    2. objectivey summarize what this is about

    3. How does education shape your identity and how you view yourself?

    4. How does education shape your motivations?

    5. How have you been labeled within education?

  5. How have you been labeled within education? Students free write about it

  6. Get into your summary pairs.

  7. Reflect on your summary grade-

    1. what can you do better next time-

    2. if you want to revise for a better grade it is due Lesson 4

Plans:

  1. need to practice comma splice, parenthesis, dashes

  2. Vocabulary for the unit: Identity formation, values, motivations, development, social status, access to education, labels, stratification levels in society

  3. You Tube about school and labels and experience

    1. Discuss how this follows the memoir genre according to the definition

    2. objectivey summarize what this is about

    3. How does education shape your identity and how you view yourself?

    4. How does education shape your motivations?

    5. How have you been labeled within education?

  4. How have you been labeled within education? Have students write about it

  5. Get into your summary pairs.

  6. lets review common summary errors in students have made this year

  7. Summary, academic language and transitions activity (this needs to be introduce with sequence and chronological order.

  8. Academic language-

    1. Use this later and throughout the year to show the difference between cause and effect, compare and contrast, problem and solution and clear.

  9. Extra time work on revising or proof reading homework or group work

 Homework:
1. Watch your favorite movie or Tv episode. Summarize it from beginning to end. You CANNOT turn this in late. 2. Finish "Staying in the Lines" if you did not finish in class. Due tonight on G-class.
 Homework:
1. 
Watch your favorite movie or Tv episode. Summarize it from beginning to end. You CANNOT turn this in late.
 Homework:
  1. Print “Staying in the Lines” due lesson 1

  2. (OPTIONAL) Revise your “staying in the Lines” summary due Friday @ 7:00.  

  3. Watch your favorite movie or Tv episode. Summarize it from beginning to end. You CANNOT turn this in late. Due Lesson 4

 Homework: 
  1. Print “Staying in the Lines” due lesson 1

  2. (OPTIONAL) Revise your “staying in the Lines” summary due Friday @ 7:00.  

  3. Watch your favorite movie or Tv episode. Summarize it from beginning to end. You CANNOT turn this in late. Due Lesson 4


September 17th- 21st 
Important dates:  
  • Back to School Night Thursday @ 6:30
  • Test Sept 21st  
 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min

Plans


  1. Display a poorly written summary and change the word choice to make it objective writing with denotations

  2. Rewrite one poorly written summary as a class

  3. Summary reflection for end of the year portfolio 1-2 P

Plans
  1. Reviewing commas, independent clauses etc:

  2. Summary reflection for portfolio 1-2 P

    1. How did you write your summary?


  1. How to note-take for explicit and implicit main ideas Explicit and  implicit main ideas,

    1. Discuss the strategies to find implicit and explicit main ideas in reading

  2. Read Jerry Spinelli Knots in My Yo-yo String (audio version)

  1. Test

  2. Finish the short story

    1. (audio version)

    2. Read “Staying in the Lines”

  3. Dashes: Highlight all the dashed from the short story: how did the author use it in his writing?

  4. Dashes, parentheses, hyphens (compare and contrast what they do in a sentence and how they influence meaning)


    1. Go through the questions and discuss the following:

  1. Identity formation, values, motivations, development, social status

  2. Start a venn diagram with the whole class.

  3. With your partner choose one graphic organizer to help you prewriting (you will turn this prewriting organizer in with your summary)  

  4. Prewriting and brainstorming graphic organizers to help you draft a summary

    1. Plot mountain (Review from 6 and 7th grade and discuss How plot mountain and main ideas are similar (plot mountain is one strategy for narrative stories not for informational)

    2. Sequence 1

    3. Sequence 2

    4. Somebody Wanted But So

    5. Main Ideas and Events

 Homework:
  1. Simple, complex, compound, semicolons test Sept 21st 
  2. Each student prints out their group summary


 Homework:
  1. Simple, complex, compound, semicolons test Sept 21st

  2. Each student prints out their group summary


 Homework:
  1. Simple, complex, compound, semicolons test Sept 21st

  2. Each student prints out their group summary


 Homework: 

September 10th- 14th 
Important dates:  
  • Test Sept 21st  
 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min

Organization Plans:

  • Show your parent(s) how to access Teacher websites on their phone and/or home computer

  • Give your parent(s) your Student # so they can look at posted grades on Teacher sites


Plans:  
  1. Go to teacher website:

    1. what is the plan for today?

    2. what is your homework

  2. Sentences review- activities and run ons  

  3. Summaries in college

  4. Summary Synonyms and Antonyms

  5. Summary Conventions

  6. Summary introductions

  7. Objective and subjective

  8. Example Summary 2

    1. Compare and contrast the summaries and how the one follows the conventions

    2. how is one objective and the other subjective

    3. summary verbs   

  9. Summary verbs

Plans:  

  1. Review punctuation pattern sheet (simple, complex, compound, FANBOYS, semicolon)

  2. Model Literary Summary Model  

    1. Color code

    2. Conventions

    3. introduction  

  3. Model Informational summary

    1. Color code

    2. Conventions

    3. introduction

  4. Discuss the differences and similarities by writing purpose: informational and literary summaries

  5. Summary: needs to cite in a work cited- How to cite sources

  6. Why MLA and Bib is necessary in college  

  7. Citation review  

  8. MLA citation (add how to it pictures)

Plans:  

  1. Review punctuation pattern sheet

  2. Citation review

  3. summary checklist

  4. Get into groups to write the summary- group writing

  5. How to introduce a summary

  6. Watch AdventureTime

  7. Word choice (connotation and denotation-

Continue with summary writing from Lesson 3.
 Homework:
  1. Parents need to sign to confirm that you have shown them the Teacher sites and Google Classroom and shared your Student #.

  2. Simple, complex, compound, semicolons test Sept 21st


 Homework:
  1. Parents need to sign to confirm that you have shown them the Teacher sites and Google Classroom and shared your Student #.

  2. Simple, complex, compound, semicolons test Sept 21st

 Homework:
  1. Parents need to sign to confirm that you have shown them the Teacher sites and Google Classroom and shared your Student #.

  2. Simple, complex, compound, semicolons test Sept 21st

 Homework: 
  1. Parents need to sign to confirm that you have shown them the Teacher sites and Google Classroom and shared your Student #.

  2. Simple, complex, compound, semicolons test Sept 21st


A
ugust 27th- 31st 
Important dates: 
  • Monday Sept 3rd is a holiday 
  • Quiz in 2 weeks 
 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min



Holiday 

 Plans: 

Organization Plans:

  1. Choose an assignment tracking system that works for you.

    1. Google Classroom

    2. Google Calendar

    3. Hudson's assignment sheet

    4. Paper Planner

    5. Apple reminders, notes, and my homework app

    6. Fill out the organization sheet-

    7. Fill out how you fill track your homework- get your parent to sign this


Plans

  1. Dependent and independent activity (2nd page)

  2. Conflict activity

  3. Hudson- Punctuation Pattern Sheet- learn rules of semicolons

  4. Review literary devices: setting and conflict

  5. Academic language

    1. focus on cause and effect

  1. Adventure Time or a fun video (the Jiggler)

    1. use semicolons to write about the cause and effect relationship of setting and conflict in the episode


Plans:  
  1. Review Semicolons and Hudson- Punctuation Pattern Sheet

    1. Commas and semicolons: What is the difference between the two?

    2. Comma and Compound activities (2nd page)

  2. Formal college letter heading has its own rules and format

    1. Review MLA heading: Stanford, Harvard, SF state and UC

  3. MLA Heading

    1. MLA heading

      1. Owl  

    2. Show very bad and good

    3. Contractions

 Plans: 
  1. Collect parent signatures

  2. Compound and semicolon review

  3. Run on sentences

  4. Summary writing

  5. We will explore summaries in: tv episodes, video games, movie trailers, Harvard, math, science etc

  6. Discussion about the various examples :

    1. What are the similarities amongst all the summaries we just looked at?

  7. Summary Synonyms and Antonyms

  8. Summary Conventions



 Homework:
  1. Parent Signature by Friday, Lesson 4

  2. Test Two weeks: Simple, complex, compound, semicolons.

 Homework:
  1. Parent Signature by Friday, Lesson 4

  2. Test Two weeks: Simple, complex, compound, semicolons.

 Homework: 
  1. Parent Signature by Friday, Lesson 4

  2. Test Two weeks: Simple, complex, compound, semicolons.


August 27th- 31st 

 Lesson 1   Lesson 2 Lesson 3 Lesson 4
 Do Now: 
Read 5-10 Min
 Do Now
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Do Now: 
Read 5-10 Min
 Plans: 
  1. Put teacher websites on your home screen: Zeisler, Eagle, Hudson  

  2. Upload an appropriate Google profile face pic or Bitmoji

  3. Join G-Class

  4. Go to settings in G-Class and turn on the notifications (grades and returned work)

    1. show students how to do this  

  5. Beginning of the year survey: turn in online

  6. Pull up Apple classroom

    1. join apple classroom

  7. Summary Preassessment: read, write a summary.

    1. This will be used in the end of the year portfolio- explain this process to the students

    2. When you are done independent reading

 Plans: 
  1. Go to teacher website:

    1. what is the plan for today?

    2. what is your homework

  2. Have students pull up the survey and read how to read teacher comments: every piece of writing they turn in I will always leave a comment.

  3. Set up notebook  

  4. Independent reading

Plans:  
  1. Go to teacher website:

    1. what is the plan for today?

    2. What is your homework?

  2. Start a list in the notebook: literary devices

  3. Conflict

    1. how is this a literary device?

  4. Watch AdventureTime (“Loyalty to the King” Season 2 episode 1)

    1. What is the conflict?

    2. How is the conflict significant?  

  5. Discuss conflict:

    1. List all the conflicts in the episode

  6. Independent and dependent and complex sentences

  7. SIMPLE SENTENCES

    1. just focus on the defintion

    2. create complex sentences about the episode using the correct punctuation.

 Plans: 
  1. Go to teacher website:

    1. what is the plan for today?

  2. Dependent and independent activity

  3. Setting and setting notes

    1. Setting goes into the literar device page- discuss how it has to do with a literary device

    2. How does the setting influence the conflict?

    3. Conflict and setting Pict

    4. Create compound sentences to describe what is happening in the image  

  4. Adventure Time or a fun video (the Jiggler)

    1. Watch the Jiggler with Adventure Time (students take notes on the change of setting and how it fuels the conflict)

  5. Complex sentences

    1. show how you read and naturally pause in complex sentences and that helps you know where a comma goes.

  6. Go back to the setting notes

    1. Discuss the cause and effect of setting and conflict using academic language

    2. in between the bubbles have students write a

    3. complex sentence

    4. compound sentence

    5. semi colon

  7. Academic Vocabulary worksheet

    1. Focus on cause and effect.

 Homework:   

Print your pre-assessment and bring it with you Lesson 4
 Homework:
Print your pre-assessment and bring it with you Lesson 4
 Homework:
Print your pre-assessment and bring it with you Lesson 4
 Homework: 

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