The fourth grading period is from March 18 to May 24, 2019.

The last day to take an AR test for this grading period will be Friday, May 17.

March 18-22
Monday - Students were to answer the following prompt: Did Harrison Bergeron live a utopia or dystopia. They were to cite textual evidence to support their answers.  Then we reviewed the story as a class. They then worked with a partner or individually to complete a character analysis worksheet, compare/contrast the Handicapper General and the Council of Elders in The Giver; compare/contrast Harrison Bergeron to Jonas; define sameness and equality and give textual evidence from each story to support their definition. (Giver Guidebook 2.0 Revision Lesson 32 and 33)

Tuesday - Students will complete a context clues worksheet. They will use context clues to define the bold word.  Teacher will introduce the students to The Giver's culminating writing task. Students will determine the big ideas throughout The Giver, and then create a theme for each idea.  Students will deconstruct the writing prompt, and write a thesis. They will also begin the detailed outline. (Giver Guidebook 2.0 Revision Lesson 35)

Wednesday - Students will work on a context clues worksheet. They will review the essay prompt. Students will work individually to complete the detailed outline and begin the rough draft. (Giver Guidebook 2.0 Revision Lesson 36)

Thursday - Students will complete the context clues worksheet. They will then complete their rough draft, and get a peer to edit their essays. They will begin typing their final essays. (Giver Guidebook 2.0 Revision Lesson 37)

Friday - Students will complete a context clues worksheet. They will then finish and submit the final drafts of their essay. (Giver Guidebook 2.0 Revision Lesson 38)

March 25-29
Monday - Students will read and answer questions about the poem "Twice I Walked With Dinosaurs." Teacher will lead a discussion. Students will then work with a partner or individually to complete the NWT LEAP 2025 practice. They will read a story and answer questions. Teacher will lead a review.  Individually, students will write a narrative to continue the story they read in class. If they do not finish it in class, they must complete it for homework.

Tuesday - Students will peer edit each other's narratives from Monday. They will then review and score narratives based on the rubric. Teacher will lead a review of the narratives and the scoring. Students will then have an opportunity to adjust their narratives before turning it in for a grade.

Wednesday - Students will begin working on their District Assessment - Unit 4 NWT.

Thursday Students will continue working on their District Assessment - Unit 4 NWT.

Friday Students will complete and submit their District Assessment - Unit 4 NWT. Once they have submitted their tests, they will work on DRC online tools training and Moby Max Information Reading Skills or ELA test prep.

April 1-5
Monday - Students will read and answer questions about the poem "This World." Teacher will lead a discussion. Students will then work with a partner or individually to complete the LAT LEAP 2025 practice. They will read two stories and answer questions. Teacher will lead a review.  Individually, students will answer the following questions: how many paragraphs will you have for this essay? write a thesis for this essay; and how would you break down the two body paragraphs?

Tuesday - Students will discuss how they would write the essay from Monday. They will then review and score LAT essays based on the rubric. Teacher will lead a review of the essays and the scoring. Students will then have an opportunity to adjust their homework from Monday before turning it in for a grade.

Wednesday -  Teacher will lead a discussion about the LEAP RST practice. Students will then work with a partner or individually to complete the RST LEAP 2025 practice. They will read three articles and answer questions. Teacher will lead a review.  Individually, students will answer the following questions: how many paragraphs will you have for this essay? write a thesis for this essay; and how would you break down the two body paragraphs?

Thursday Students will complete the Giver Cold Read Test.

Friday Students will discuss how they would write the essay from Wednesday.  They will then review and score RST essays based on the rubric. Teacher will lead a review of the essays and the scoring. Students will then have an opportunity to adjust their homework from Wednesday before turning it in for a grade.

April 8-12
Monday – Students scored RST essay writings and completed #20 from last week. #20 is a minor grade.

Tuesday through Thursday – LEAP 2025 testing. After that I will only see students once during those three days. Students will have the opportunity to make up any work missed for the 4th grading period. They are then working on Moby Max ELA skills – information or literature.

Friday – Students will read article “Founding of American Democracy” and complete the answer sheet. Answer sheet will be picked up and graded for correctness (minor grade). 

April 23-26
Tuesday – Students completed Week 20 vocabulary exercise. They also watched a video about pre-Civil War. They started to read the Preface of Behind the Scenes and answered some questions about the narrator and her topic. (Guidebook Lesson 1)

Wednesday – Students are to complete the 14.2 vocabulary exercise. Students are to watch a video about Abraham Lincoln's presidency. They are to finish reading the Preface of Behind the Scenes and answer the reading comprehension questions. (Guidebook Lesson 2 - Day 1)

Thursday – Students are to complete the 14.3 vocabulary exercise.  Students will watch the third video of the unit. They will review the Preface of Behind the Scenes and discuss with the class the answers to the reading comprehension questions. They are to also identify claims the author is making. (Guidebook Lesson 2 - Day 2).

Friday – Students will have a weekly vocabulary quiz. Students completed Lesson 2.

April 29-May 3
Monday-Wednesday – Due to testing, I will only meet with each class once during these three days. They will read the folktale "People Could Fly", and answer questions to determine the tone and theme. They will complete a character descriptions t-chart. They will determine what message is the author sending to the reader. (Guidebook Lesson 3)

Thursday – Students are to complete theme statement. Teacher will lead a review of "People Could Fly." They will then example the elements in the text that helped to community her message. They will then work with a partner or individually to complete the H-chart - they will compare and contrast the folktale "People Could Fly" and the preface of Behind the Scenes. This will lead to an essay. (Guidebook Lesson 4 - Day 1).

Friday – Students will complete the detailed outline for the Behind the Scenes essay prompt. Students will compare and contrast the folktale "People Could Fly" and the preface of Behind the Scenes.  (Guidebook Lesson 4 - Day 2)

May 6-10
Monday - Teacher will review the essay prompt comparing and contrasting the Preface of “Behind the Scenes” and the folktale “The People Could Fly” Students will work with individually to complete the Behind the Scenes essay and submit it. (Behind the Scenes – Guidebook Revision – Lesson 4 continued)

Tuesday - Students will practice tone. They will read two poems, and determine what each poem is about, and the tone of the author. They will use textual evidence to support their ideas. Teacher will review the essay prompt comparing and contrasting the Preface of “Behind the Scenes” and the folktale “The People Could Fly”. Students will work with individually to complete the Behind the Scenes essay – They will use Chromebooks to type their essays and submit it. Once they are done, students will have the opportunity to make up any work that was missed. They will also read their AR book. (Behind the Scenes – Guidebook Revision – Lesson 4 continued)

Wednesday - Students will practice tone. They will read two poems, and determine what each poem is about, and the tone of the author. They will use textual evidence to support their ideas. Teacher will introduce and begin reading Chapter 1 of Behind the Scenes. Students will work with a partner or individually to complete the Lesson 5 worksheet. Teacher will review the answers. (Behind the Scenes – Guidebook Revision – Lesson 5)

Thursday - Students will practice tone. They will read two poems, and determine what each poem is about, and the tone of the author. They will use textual evidence to support their ideas. Students will work with a partner or individually to reread the preface and Chapter 1 of Behind the Scenes. They will complete the Slavery Claims chart in which they will copy claims from each text then put each claim into their own words. Teacher will lead a review. Then students will determine what the narrator means by dark side and bright side. (Behind the Scenes – Guidebook Revision – Lesson 6)

Friday -  Do Now:  Students will practice tone. They will read two poems, and determine what each poem is about, and the tone of the author. They will use textual evidence to support their ideas. Teacher will begin reading Chapter 3 of Behind the Scenes. Students will then answer question 1 on their worksheet. Teacher will then read paragraphs 2 and 3, and students will answer the next question. Students will work with a  partner or individually to read through paragraph 21 of Chapter 3, and answer the corresponding questions. They will also complete the chart about the author’s tone. Teacher will lead a review. (Behind the Scenes – Guidebook Revision – Lesson 7)

May 13-17
Monday -  Students will practice tone. They will read two poems, and determine what each poem is about, and the tone of the author. They will use textual evidence to support their ideas. Teacher will review Chapter 3 from Behind the Scenes.  Students will work with a partner or individually to reread Chapter 3 and find imagery she uses throughout involving lightness and darkness. Why does the author include the imagery? They will also explain the significance of each document at the end of Chapter 3. Students will work with individually to write a brief objective summary of events leading up to Elizabeth Keckley’s legal emancipation. (Behind the Scenes – Guidebook Revision – Lesson 8)

Tuesday - Students will complete a vocabulary practice. Teacher will review Chapter 3 from Behind the Scenes.  Students will work with a partner to read an excerpt from Chapter 11 of A Narrative on the Life of Frederick Douglass, prepare notes in a T-chart. Students will work with individually to write a brief objective summary of Douglass’s emancipation. (Behind the Scenes – Guidebook Revision – Lesson 9)

Wednesday - Students will complete a vocabulary practice. Teacher will review Chapter 11 of Frederick Douglass’s emancipation.  Students will work with a partner or individually to review the summaries of each emancipation experience. What are the similarities and differences of each? Compare and contrast the attitude of each author; how did each feel about their master?; what was Douglass’ attitude toward slavery? Students will work with individually to use the venn diagram to compare and contrast how the authors’ attitudes were similar and different. (Behind the Scenes – Guidebook Revision – Lesson 10)

Thursday - Students will complete a vocabulary practice. Teacher will review Wednesday’s lesson.  Students will work with a partner or individually to read “The Great Escape from Slavery of Ellen and William Craft” and complete worksheet.  Students will work with individually to write a brief objective summary of the emancipation. (Behind the Scenes – Guidebook Revision – Lesson 11)

Friday - Students will work individually to complete list of assignments. They will read their AR books or work on Moby Max ELA. AR and all assignments are due. This is the last day that I am accepting anything for a grade.  If anything comes in after this, I will have to see the medical excuse in order to accept the assignment.