8/17/2023 Thursday

Objectives:

• I can choose a book in the historical fiction genre.

• I can get to know my teacher and about ELA this year.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• All About the Teacher and 2 truths and a lie

• Go through beginning of the year letter

• Sign into Google Classroom

• Classroom Procedures

• Break

• Historical Fiction Book Preview

• Pick Books

• Read

Homework:

•  Read 

8/18/2023 Friday

Objectives:

• I can...build background knowledge.

• I can...comprehend many genres of literature at my grade level.

• I can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Collect Reading Letters

• Review Classroom Expectations

• Student Reading Survey/Beginning of the Year Survey

• Introduce Communism with an Emphasis on Sameness, 4 olds, 4 news

• Independent Reading

• Webquest Research for posters

Homework:

•  Read   

8/21/23 Monday

Objectives:

• I can comprehend many genres of books.

• I can build background knowledge on Autism, Al Capone, and Alcatraz.

• I can analyze a series of propaganda images, describing concrete details to support inferences about the intent of the images and to build an understanding of the setting and context for Red Scarf Girl.

• I can use concrete details from the opening passage of Red Scarf Girl to support a claim about the narrator's emotional tone.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Vocab App Warm Up

• Red Scarf Girl Sub Unit 3, Lesson 1: The World of Red Scarf Girl

  • 3, 4, 5 Discuss Propaganda

  • 6 Listen to prologue

  • 7/8 Highlight and discuss the writing; don't actually do it (focus on how hopeful she is and how we can tell and how hopeful she is.

  • 10 Discuss

  • Solo is not required.

• Independent Reading

• Webquest Research for posters

Homework:

•   Read

Assessment:

8/22/23 Tuesday

Objectives:

• I can comprehend oral language.

• I can capitalize proper nouns in a sentence.

• I can act out a scene from Red Scarf Girl to examine how the writer uses detail to reveal emotion. Then, they will compare and contrast two passages from the scene, selecting concrete details from each passage to infer, discuss, and refine an understanding of the narrator's emotion at each point in the scene.

• I can practice using emphasis and intonation to convey the emotions in each passage as they read. They will also practice adapting their speech to the text as they read, demonstrating a command of formal English.

• I can gain background knowledge of Alcatraz, Autism, and Al Capone.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• MUG #1

• Amplify Sub Unit 3 Lesson 2: Ji-Li's Troubles Begin

  • Activity 2:  What does a good read aloud sound like? Listen, discuss,  then read in pairs

  • Activity 3: Listen to the scene to prepare for acting in activity 4 and highlight.  ACT!

• Webquest Research for posters

• Independent Reading

Homework:

•  Read   

8/23/23 Wednesday

Objectives:

• I can comprehend many genres of literature at my grade level.

• I can gain background knowledge on Alcatraz, Autism, and Al Capone.

• I can act out a scene to express their understanding of the characters' emotions and identify what they find confusing. Students will also analyze a poster depicting a similar scene, and compare and contrast it with the text to develop a deeper understanding of the historical context.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• FastBridge Testing

• Vocab App Warm Up

• Amplify Sub-Unit 3 Lesson 2: Ji-Li's Troubles Begin

  • Activity 5: Listen Do a paper version of the hope-o-meter; the app is terrible and doesn't always work

  • 6 Read and discuss

  • 7 Hope-o-meter

  • 8 discuss

  • 9 listen and discuss

• Independent Reading

• Webquest Research/presentations 

Homework:

•   Read  

8/24/23 Thursday

Objectives:

• I can comprehend oral language

• I can close read one scene from Red Scarf Girl by breaking the scene into four sections and selecting details from each section to build an understanding of a character's feelings at each point in the scene.

• I can develop a claim about Ji-li's complex feelings at the end of the scene, selecting and describing concrete details from the text to develop this claim.

• I can gain background knowledge on Autism, Alcatraz, and Al Capone.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Sub-Unit 2 Lesson 2: Ji-Li's Troubles Begin

  • Listen to solo and discuss answers--how do you accomplish solos successfully?

• Amplify Sub Unit 2 Lesson 3: Destroy the Four Olds

  • Activity 2 Listen and discuss Four Olds

• Independent Reading

• Webquest Presentations

Homework:

• Read  

8/25/23 Friday

Objectives:

• I can comprehend oral language

• I can reread a scene and select specific details and evidence from the text that helps them summarize and analyze how Ji-li and her classmates felt about writing da-zi-bao.

• I can write a summary of the tension between Ji-li’s and her classmates' attitudes towards the da-zi-bao, using some of the details they highlighted.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Free Write Warm Up

• Amplify Sub Unit 2 Lesson 3: Destroy the Four Olds

  • Activity 2 Listen and discuss Four Olds--review

  • Activity 3: Act!

  • Activity 4: Class discussion; no writing of propaganda (get an idea of what is an each section to determine 4 olds

  • Activity 5 Groups analyzing portions of the propaganda poster

  • Activity 6: Why might they be targeting the person?

  • Exit Ticket: Poll the class

  • Solo is not required

• Independent Reading

• Al Capone Chapter 1 and 2

Homework:

• Read  

8/28/2023 Monday

Objectives:

• I can close read one scene from Red Scarf Girl by breaking the scene into four sections and selecting details from each section to build an understanding of a character's feelings at each point in the scene.

• I can develop a claim about Ji-li's complex feelings at the end of the scene, selecting and describing concrete details from the text to develop this claim.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Independent Reading

• MUG #2

• Amplify Sub Unit 3 Lesson 4: The Pull of Compassion

  • Exit Ticket: Poll the class

  • Feedback on the Write

    • Share the write on the Spotlight the next day

  • Solo is not required

Homework:

•  Read   

8/29/2023 Tuesday

Objectives:

• I can write a summary of the tension between Ji-li’s and her classmates' attitudes towards the da-zi-bao, using some of the details they highlighted. 

• I can reread a scene and select specific details and evidence from the text that helps them summarize and analyze how Ji-li and her classmates felt about writing da-zi-bao.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Sub Unit 3 Lesson 5: Revolution in the Classroom

  • Activity 2: Listen to the reading; Do not listen to the readings in the other actitivites--discuss

  • 3 Listen to Ji-Li

  • 4 Discuss

  • 7 Listen and infer

• Independent Reading

• Al Capone Chapter 4

Homework:

• Read 

8/30/2023 Wednesday

Objectives:

• I can reread a scene and select details and evidence from the text that helps you summarize and analyze how Ji-li is feeling about writing Da-zi-bao

• I can write a summary of the tension between Ji-li and her classmates attitudes to da-zi-bao using evidence from the text.

• I can comprehend oral language.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• MUG #3

• Amplify Sub Unit 3 Lesson 5: Revolution in the Classroom

  • Activities 1-3

  • RACE format

  • 5: Write 

  • Exit poll

  • Solo is required

• Independent Reading

Homework:

•   Read

Assessment:

8/31/2023 Thursday

Objectives:

• I can revise a portion of their writing to strengthen their use of evidence and elaborate on their ideas. They will evaluate the results of revision to determine if it is successful.

• I can closely read another scene that shows Ji-li's internal conflict about the Cultural Revolution and compare her reaction to the reactions of her classmates'.

• I can comprehend oral language.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Sub-Unit 3 Lesson 6: Revising to go Deeper (60-65 minutes minutes)

  • Vocab App as a warm up

  • Revision checklist

    • Is there anything you need to add so if someone who never read this before could understand it better? 

    • Are there any opinions in your writing? 

    • Do you feel like you covered the entire scene?

    • Students will copy their writing into a Google document and turn it in on Google Classroom using the revision checklist

    • Activity 4 is about internal and external conflict

    • She wants to do what the government tells her, but she loves her teachers and doesn't want to write da-zi-bao

    • Grade this write

    • Solo is not required

• Independent Reading (20-25 minutes)Homework:

•  Read 

9/1/2023 Friday

Objectives:

• I can use evidence from the text, including inner narration, to develop their claim about Ji-li's internal conflict.

• I can consider inner narration as they act out the tension and emotion as Ji-li speaks to her teacher, and then they will select specific text details to describe Ji-li's point of view.

• I can comprehend oral language.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Free Write Warm Up

• Amplify Sub-Unit 3 Lesson 6: Revising to go Deeper 

• Amplify Sub Unit 3, Lesson 7: The Election of the Red Successors (60-65 minutes)

  • Solo is required (probably starting with this on Monday)

  • Activity 2: Listen to the entire reading.

  • Activity 4: Do the hope-o-meter on each scene on a piece of graph paper; small notes would be helpful for when they write their essay

• Independent Reading

Homework:

•   Read 

9/5/2023 Tuesday

Objectives:

• I can close read one scene from Red Scarf Girl by breaking the scene into four sections and selecting details from each section to build an understanding of a character's feelings at each point in the scene.

• I can develop a claim about Ji-li's complex feelings at the end of the scene, selecting and describing concrete details from the text to develop this claim.

• I can comprehend oral language.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Lesson Amplify Sub Unit 3 Lesson 8: Reading Ji-li's Thoughts (60-65 minutes)

  • Vocab.

  • Activity 2: Internal narration

  • Activity 3: Act!

  • Activity 4 Card 2 and 3: Highlight and discuss responses

• Independent Reading (20 minutes)

Homework:

•   Read  

9/6/2023 Wednesday

Objectives:

• I can comprehend oral language.

• I can compare and contrast descriptions of the same setting from two moments, selecting specific details from each moment to analyze how the writer conveys the atmosphere and the narrator's state of mind.

• I can select and connect text details from each setting description to develop a claim about Ji-li's state of mind in each moment in the memoir.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

•  MUG (5 min.)

• Amplify Lesson Amplify Sub Unit 3 Lesson 8: Reading Ji-li's Thoughts (60-65 minutes)

  • Activity 4 highlight and and discuss responses

  • Activity 5  Write with partner

  • Activity 7 Wrap-up: Make sure to read aloud the script under instructional guide

  • Solo required Listen: 26 minutes

• Independent Reading (20 min)

Homework:

•   Read

9/7/2023 Thursday

Objectives:

• I can comprehend oral language.

• I can revise a portion of my writing to strengthen my use of evidence and elaborate on my ideas. They will evaluate the results of revision to determine if it is successful.

• I can closely read another scene that shows Ji-li's internal conflict about the Cultural Revolution and compare her reaction to the reactions of her classmates'.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities: 

• Amplify Sub-Unit 3 Lesson 9: The Revolution Hits Home

  • vocab

  • Activity 2 compare and contrast 2 pics

  • Set up a Venn Diagram and utilize signal words in compare and contrast writing

  • 3 listen with setting in mind/mood beginning

  • 4 listen with setting in mind/mood end

  • 5 Write for setting using transition words

  • 6 Teaser

  • 7

  • Solo required 21:21

• Independent Reading

Homework:

•   Read

9/8/2023 Friday

Objectives:

• I can comprehend many genres of books.

• I can write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended time frames (time for inquiry, reflection, and revision) and shorter time frames.

• I can consider mood (how authors make choices to evoke emotion in readers) and will select specific details from three passages and explain how the author's choices convey mood.

• I can analyze specific text evidence to develop a claim about the mood of a passage, and then they will revise their writing by strengthening their use of evidence to elaborate on their claim.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Free Write Warm Up (10 Minutes)

• Finish up any Amplify Lessons from the week. There are a lot of solos this week (Finish Lesson 9 Solo 25 minutes)

• Start Lesson 10: The Moves a Writer Makes

  • Activity 2: Highlight and discuss using think, pair, share in a small group (20 minutes)

• Independent Reading (20 min)

Homework:

•   Read  

9/11/23 Monday

Objectives:

• I can consider mood (how authors make choices to evoke emotion in readers) and will select specific details from three passages and explain how the author's choices convey mood.

• I can analyze specific text evidence to develop a claim about the mood of a passage, and then they will revise their writing by strengthening their use of evidence to elaborate on their claim.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Sub Unit 3 Lesson 10: The Moves a Writer Makes

  • Vocab App (5 Minutes)

  • Activity 2:Listen to the whole selection first (on activity 3) Highlight and discuss using think, pair, share in a small group (20 minutes)

  • Activity 3: Write (10 Minutes)

• Independent Reading (20 Minutes)

Homework:

• Read   

9/12/23 Tuesday

Objectives:

• I can close read a scene in two sections, selecting concrete details that convey mood, and collaborating to analyze what those details reveal about Ji-li’s internal conflict between her commitment to family and to the Cultural Revolution.

• I can select and analyze specific evidence from the scene to develop an explanation for Ji-li's actions.

• I can comprehend many genres of books

• I can use capital letters in my writing.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• MUG  #4 (5 minutes)

• Amplify Sub Unit 3 Lesson 10: The Moves a Writer Makes

• Activity 3: Write (10 Minutes) continued

  • Self reflection using rubric with explanations on the write (There are several in a row that are CFA. The reflection will be the formative assessment.) This eliminates activity 4 and 5. (15 minutes)

• Do exit ticket as a whole group activity (Informal) (5 minutes)

• Solo Required (25 minutes)

• Independent Reading (20 minutes)

Homework:

•   Read

9/13/23 Wednesday

Objectives:

• I can closely read a climactic scene to identify the forces shaping Ji-li's changing motivations, then connect specific details from the final scene to their understanding of the narrator.

• I can work in pairs to collaboratively discuss and analyze how Ji-li has changed.

• I can comprehend many genres of books

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Sub Unit 3 Lesson 11: What's in a Name

  • Activity 2 Listen (10 minutes)

    • Take notes for the summary on activity 2 card 1

  • Activity 3 (10 minutes)

  • Activity 4 (5 minutes)

    • Discuss activity 4 and write short notes

  • Activity 5 (10 minutes)

    • Discuss the write informally and take notes as a whole class activity 

  • Activity 8 (5 minutes)

  • Solo (20 minutes)

• Independent Reading (20 minutes)

Homework:

•   Read  

9/14/2023 Thursday 

Objectives:

• I can comprehend many genres of books.

• I can use capital letters in a sentence.

• I can utilize a venn diagram to make claims on how Ji-li changed throughout the story.

• I can collect evidence to go along with the claims on how Ji-li changed throughout the story.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Sub Unit 3 Lesson 12: A Dramatic Ending

  • Vocab App (5 Minutes)

  • Activity 2 (20 minutes)

    • Take Notes as you go on why she didn't perform at the exhibition and the pull between communism and her family

  • Activity 3 (7 minutes)

  • Activity 4 (20 minutes)

  • Activity 5 (6 minutes)

• Activity 7 (5 minutes) Grade Exit Ticket

  • Solo Read epilogue in textbook

• MUG  #5 (5 Minutes)

• Independent Reading (20 minutes)

Homework:

•  Read 

9/15/23 Friday

Objectives:

• I can write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended time frames (time for inquiry, reflection, and revision) and shorter time frames.

• I can write an essay that compares how Ji-li changed throughout the story utilizing claim, evidence, and reasoning sentences.

• I can comprehend many genres of books

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Free Write Warm Up (10 minutes)

• HOW DOES JI-LI CHANGE OVER THE COURSE OF THE STORY?

  • 2 Column Diagram claims: Think, Pair, Share (10 minutes)

  • Find evidence to go along with claims

    • Start by modeling with I do, we do, you do 

  • Think (this will take the longest), pair, share (30 minutes)

  • Select the claims that you will use moving forward (5 minutes)

  • Closing: What will we do moving forward, go over rubric for writing (5 minutes)

• Independent Reading (20 minutes)

Homework:

•  Read   

9/18/23 Monday

Objectives:

• I can comprehend many genres of books

• I can create a thesis statement that gives a stance and two claims.

• I can create a body paragraph that introduces a claim, provides two pieces of evidence, and an explanation of the evidence that 

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Vocabulary Warm Up Analogies/Sentence vs. Fragment (10 minutes)

• Go over rubric (5 minutes)

  • HOW DOES JI-LI CHANGE OVER THE COURSE OF THE STORY?

• Thesis Statement  (5 minutes)

• Body Paragraph Work Time (40 minutes)

  • One body paragraph should be complete by the end of the day

  • If a student finishes the first body paragraph, move onto the second

• Independent Reading (20 minutes)

Homework:

•   Read  

9/19/23 Tuesday

Objectives:

• I can comprehend many genres of books

• I can create a body paragraph that introduces a claim, provides two pieces of evidence, and an explanation of the evidence that 

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• MUG Warmup (10 minutes)

• Go over rubric (5 minutes)

  • • HOW DOES JI-LI CHANGE OVER THE COURSE OF THE STORY?

• Body paragraph 2 work time (25 minutes)

• Attention getter presentation (20 minutes)

• Independent Reading

9/20/23 Wednesday

Objectives:

• I can comprehend many genres of books

• I can create an introduction with an attention getter and thesis statement that flows smoothly.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Vocabulary Warm-Up Analogies (10 minutes)

• Try out each of the introduction strategies from presentation (30 minutes)

• Choose your best attention getter and attach to thesis statement to create an introduction. Give an example of flow from the attention getter to the thesis statement (10 minutes)

• Conclusions portion of presentation (10 minutes)

• Independent Reading

Homework:

•   Read 

9/21/23 Thursday

Objectives:

• I can comprehend many genres of books

• I can revise my writing and also revise my peer's writing an order to generate a final piece.

• I can create a conclusion that rewords the thesis statement, summarizes the body paragraphs, and brings the attention getter full circle.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• MUG Warmup (10 minutes)

• Finish introductions

• Independent Reading (20 minutes)

Homework:

•   Read

9/22/23  Friday

Objectives:

• I can comprehend many genres of books

• I can revise my writing and also revise my peer's writing an order to generate a final piece. I can also utilize teacher feedback in order to better my writing.

• I can write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended time frames (time for inquiry, reflection, and revision) and shorter time frames.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Free Write Friday (10 minutes)

• Finish Conclusions (20 minutes)

  • Work on self edit highlighting important parts (20 min)

  • Work on peer edit (20 min.)

• Independent Reading (20 minutes)

Homework:

•   Read

9/25/2023 Monday

Objectives:

• I can comprehend many genres of books

• I can use myself and a peer to improve writing.

• I can review Red Scarf Girl to prepare for the assessment.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• MUG/Vocabulary Warm-Up Analogies (10 minutes)

• Finish up day for essay (60 minutes)

  • Revision Checklist for self and peer

    • revision checklist

  • Final draft should be turned into Google Classroom for grading

  • For students that finish, review for assessment

    • Red Scarf Girl Blooket

    • Red Scarf Girl Quizlet

    • Red Scarf Girl Gimkit

• Independent Reading (20 minutes)

Homework:

•   Read

9/26/2023 Tuesday

Objectives:

• I can comprehend many genres of books

•  I can determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. 

• I can review for the Red Scarf Girl assessment.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Fragment vs. Sentence (10 minutes)

• Review as a class for the assessment tomorrow (50 minutes)

  • Red Scarf Girl Sub Unit 4, Lesson 5: Discuss Activities 2-5

  • Red Scarf Girl Blooket

  • Red Scarf Girl Quizlet

  • Red Scarf Girl Gimkit

• Independent Reading (20 minutes)

Homework:

•   Read  

9/27/2023 Wednesday

Objectives:

• I can comprehend many genres of books.

• I can rock my Red Scarf Girl Assessment!

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• 7A Assessment (60 minutes)

• Independent Reading (20 min)

Homework:

•   Read  

9/28/2023 Thursday

Objectives:

• I can comprehend many genres of books.

• I can read closely to try to understand how Pete sees Sucker from what he says as a narrator.

• I can analyze how Pete talks about himself, his wants, and about other people to understand Pete’s character.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify 7B Lesson 1: The Room was Mine and I used it as I Wanted To

  • Vocab app (5 minutes)

  • Activity 2 (5 minutes)

  • Characterization pp  (7 min)

  • Activity 3 (15 minutes)

  • Activity 4 (15 minutes)

  • Activity 5 (10 minutes) Sucker quote 

  • Activity 6 (10 minutes)

  • Exit Ticket Graded

    • 6 points

• Independent Reading (20 minutes)

Homework:

•   Read

9/29/2023 Friday

Objectives:

• I can comprehend many genres of books

• I can analyze the text more closely to understand Maybelle's character and Pete's feelings towards her.

• I can contrast Pete's point of view toward Maybelle and Sucker

• I can write formally and informally for various amounts of times and purposes.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Free Write Friday (10 minutes) 

• Unit 1 Reflection chs

• Amplify 7B: The Queen of Sheba

  • Activity 3 (15 minutes) Listen 2:09 Start with card 2 and go back to card 1

  • Activity 4 (20 minutes)

  • Activity 5 (10 minutes)

  • Activity 6 Exit Ticket Ticket

    • 8 points

• Independent Reading (20 minutes)

Homework:

•   Read

10/2/2023 Monday

Objectives:

• I can select text that shows how the characters have changed and discuss what may have caused these changes.

• I can analyze moments that show Pete's feelings towards Sucker and make predictions about what may happen at the end of the story.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Character and Conflict Sub Unit 1, Lesson 3: It Seemed to me Suddenly

  • Vocab app (10 minutes)

  • Activity 2: Start at 6:37 and have students highlight characteristics about the characters (12 minutes)

  • Activity 3 (10 minutes)

  • Activity 4: (10 minutes)

  • Activity 5 Exit Ticket: Informally poll the class and discuss (5 minutes)

• In case of extra time: Context Clues

• Independent Reading

Homework:

•   Read

10/3/2023 Tuesday

Objectives:

• I can summarize and analyze what causes Pete to feel the way he does toward Sucker.

• I can analyze the changes that actually happened in the story and examine how Pete comes to feel about Sucker.

• I can comprehend many genres of books.

• I can revise a sentence for better readability.

Materials:

Activities:

• MUG/Context Clues

• Character and Conflict Sub Unit 3, Lesson 4: What Happens at Night

  • Activity 2: Start at 13:57 in the reading. (20 minutes)

  • Activity 3 (10 minutes)

  • Activity 4 (10 minutes)

  • Activity 5: Write 12 points (10 min.)

  • Activity 7: Exit Ticket 6 points

Homework:

•   Read 

10/4/2023 Wednesday

Objectives:

• I can comprehend many genres of books

• I can brainstorm memorable moments from the Red Scarf Girl and then draft a focused body paragraph about what Ji-li was like before the change using details from a moment in the text.

• I can categorize figurative language.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Sucker part of the assessment questions 11-20

  • Print out the assessment 45-60 min.

• Lesson 4 solo to prepare for A Raisin in the Sun

• Independent Reading 20 min.

• If time, Predictions/Mysteries/ Analogies/Context Clues

Homework:

•   Read  

10/5/2023 Thursday

Objectives:

• I can act out early lines from A Raisin in the Sun. 

• I can analyze what the set and stage directions reveal about context and characters.

• I can perform the lines again to apply their understanding to their interpretation of the characters and setting.

• I can comprehend many genres of books.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify: Character and Conflict Sub Unit 2 Lesson 1: Meet the Youngers

  • Vocabulary Activity (5 minutes)

  • Activity 2: 10 minutes

  • Activity 3: 15 minutes 

    • Card 1: Notice the texture features. This was something that is the goal of the solo that is not required. 

    • Cards 2-6: Students practice reading either Ruth (the mom), Walter (the dad), or Travis's (the son) lines. Have them practice once by themselves skipping over the parenthesis and once as a synchronized group to build fluency.

  • Activity 4 (5 minutes)

  • Activity 5 Acting! (10 minutes)

  • Activity 7: Exit Ticket 5 points

Homework:

•   Read  

10/6/2023 Friday

Objectives:

• I can comprehend many genres of books

• I can discuss my understanding of a key piece of dialogue from Act I, Scene One, then study an actor's interpretation to refine my previous analysis of this moment in the play

• I can use evidence from the film and the text to demonstrate my understanding of Walter's emotions.

• I can write formally and informally for various amounts of times and purposes.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook 

Activities:

Shortened class time (Homecoming)

• Character and Conflict Sub-unit 2: Damn My Eggs

  • Activity 2 (10 minutes)

    • Card 1: Listen to the reading since the solo is not required

    • Card 2: Discuss what Walter is mad about. Is he really mad at the eggs? At what point does he become frustrated? What is he actually mad about?

  • Activity 3 Watch the video (13 minutes)

    • Watch the film from 2:00-11:12 Reflect on the set design, how the actors followed the stage directions, and Walter's eggs scene.

  • Activity 4 (10 minutes)

  • Activity 5 Discuss don't write (5 minutes)

  • Activity 7: Introduce the dramatic readings (25 minutes)

    • Give time for students to write down their passage and practice

    • They will have to write about what this reading shows about the character and what stage directions they are going to use

    • At least 30 words; practice memorizing lines over the weekend

  • Activity 8: Exit Ticket 3 points

• Independent Reading 20min

Homework:

•   Read

10/9/2023 Monday

Objectives:

• I can comprehend many genres of books

• I can identify either Travis's or Beneatha's wants, obstacles, and their actions in response to those obstacles in order to analyze and understand my chosen character.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Character and Conflict Sub-Unit 2, Lesson 3: "Well, I Always Wanted My Garden"

  • Activity 1: Vocab App (10 minutes)

  • Activity 2: Introduce want, obstacle, action (15 minutes)

    • Activity 2 Card 2: Have students get in a group of 4 (1 person is the reader, 1 is the discussion leader, 1 is the writer, 1 is the speaker that will share with the class)

  • Activity 3: Analyzing Travis and Beneatha's want, obstacle, and action (15 minutes)

    • Split the class in half, give 1/2 Travis, give 1/2 Beneatha. Go over both together as a class

  • Activity 4: Discuss the write as a class; we had writes multiple days in a row (depending on how the class has done in writes, go over format and thinking) (5-10 minutes)

  • Activity 6: Exit Ticket: 5 points (1 pt for complete sentence, 1 point for the correct answer)

  • Any extra time: Provide time to practice dramatic reading

  • Independent Reading (20 minutes)

Homework:

•   Read

10/10/2023 Tuesday

Objectives:

• I can practice and perform dramatic readings using my tone, emphasis, and body language to demonstrate my interpretation of the character.

• I can comprehend many genres of books

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Character and Conflict Sub-Unit 2 Lesson 4: "Dramatic Readings"

  • Dramatic Reading Scorecards

  • Activity 1: MUG instead of Vocabulary Activities (5 minutes)

  • Activity 2: (20 minutes)

    • Question 1- Students write 6 sentences about what their dramatic reading shows about their character. This goes on the dramatic reading scorecards

    • Question 2- This is what the teacher should be looking for during the presentation

    • Give time to practice dramatic readings (15 minutes)

  • Activity 3: Student Presentations of dramatic readings (20 minutes)

    • Have students compare themselves to another performer. Have a student assigned to another specific student.

• Independent Reading (20 minutes)

Homework:

•   Read

10/11/2023 Wednesday

Objectives:

• I can practice and perform dramatic readings using my tone, emphasis, and body language to demonstrate my interpretation of the character.

• I can comprehend many genres of books

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook 

Activities:

• Amplify Character and Conflict Sub-Unit 2 Lesson 4: "Dramatic Readings"

  • Activity 3: Continue Dramatic Readings (30 minutes)

    • Dramatic Reading Scorecards

    • Have students compare themselves to another performer. Have a student assigned to another specific student.

  • Activity 4: Watch video 11:12-34:30 and 38:11-42:01 (26 minutes)

  • Activity 5: Exit Ticket: 6 points (1 point for complete sentence, 1 point for logical response)

• Independent Reading (20 minutes)

Homework:

•   Read

Assessment:

10/12/2023 Thursday

Objectives:

• I can select and investigate moments where characters discuss money and use this information to analyze characters' reactions and responses to the check's arrival.

• I can apply my understanding of the characters to a dramatic reading of the scene when the check arrives.

• I can develop a claim about the characters in the moment when the check arrives.

• I can comprehend many genres of books

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Character and Conflict Sub-Unit 2 Lesson 5: "You're the Director"

  • Activity 1: Vocab App (10 minutes)

  • Activity 2: (15 minutes)

  • Activity 3: Act Out the Scene (20 minutes)

• Independent Reading (35 minutes)

  • Introduce new reading mandates, new unit, set up small reading groups

Homework:

•   Read  

10/13/2023 Friday

Objectives:

Materials:

Activities:

Teacher In-Service

Homework:

•   Read

Assessment:

10/17/23 Tuesday

Objectives:

• I can select and investigate moments where characters discuss money and use this information to analyze characters' reactions and responses to the check's arrival.

• I can apply my understanding of the characters to a dramatic reading of the scene when the check arrives.

• I can develop a claim about the characters in the moment when the check arrives.

• I can comprehend many genres of books

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• Amplify Character and Conflict Sub-Unit 2 Lesson 6: "You're the Director"

  • Activity 1: Vocab App (10 minutes)

  • Activity 2: (15 minutes)

  • Activity 3: Act Out the Scene (20 minutes)

  • Activity 4: Write (12 minutes)

  • Activity 6: Exit Ticket (2 minutes

    • Poll the class

  • Activity 7: Venn Diagram of Character motivations (10 minutes)

  • Independent Reading (20 minutes)

Homework:

•   Read

10/18/23 Wednesday

Objectives:

• I can comprehend many genres of books

• I can select one character and analyze moments in Act 1 that reveal what the character wants and how the character acts when an obstacle gets in their way. 

• I can synthesize this analysis into a description of this character.

• I can utilize and punctuate because, so, but sentences structures correctly.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook

Activities:

• MUG #9

• Amplify Character and Conflict Sub-Unit 2 Lesson 7: Pick a Character

  • Activity 2 (4 minutes)

    • After answering the question on the screen: What sort of things could these characters do with this money?

  • Activity 3 (5 minutes)

    • Pick a motivation shared by all 3 characters. Compare and contrast the characters by asking students:

    • How does each show he or she wants this?

    • How does each act when something gets in the way?

    • Now pick a motivation that only one character has.

    • Why is this so important to him or her?

    • Do you think the others are aware of what this character wants? Why or why not?

    • Are other characters sympathetic to this character’s motivation (want)?

  • Activity 4 (10 minutes)

    • Split up so different groups have one character. Each group should then share the evidence and the motivation it showed

  • Activity 5 (10 minutes)

    • Groups keep the same character from activity 4

    • Have student groups fill in at least two want/obstacle/action on card 3

  • Activity 6 (10 minutes)

    • Have student groups take the same character

    • Each group should have one person share to the whole class

  • Activity 7:

    • CFA 7.3: Exit Ticket: 3 points for the multiple choice Have students write one sentence each about Mama, Beneatha, Walter, and Ruth. (4 points)

    • Independent Reading 20 min.

Homework:

•   Read

10/19/23 Thursday

Objectives:

• I can comprehend many genres of books

• I can reread the text and watch film depictions of Act II, Scene One to compare characters’ views on assimilation and examine Hansberry's message about this theme. 

• I can write about Walter's views on assimilation.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook 

Activities:

• Amplify Character and Conflict Sub-Unit 2 Lesson 8: "What you always excusing me for?"

  • Vocab App (10 minutes)

  • Activity 2 (35 minutes)

    • Focus on the word assimilation and write the definition on the board after the video 

    • Watch the video from 42:00-1:07

  • Activity 3 (10 minutes)

  • Closing for the day (5 minutes)

    • Talk about assimilation; relate it to how people become similar to others in school

  • Independent Reading (20 minutes)

Homework:

•   Read  

10/20/23 Friday

Objectives:

• I can comprehend many genres of books

• I can write in a variety of genres, purposes, and time.

• I can reread the text and watch film depictions of Act II, Scene One to compare characters’ views on assimilation and examine Hansberry's message about this theme. 

• I can write about Walter's views on assimilation.

Materials:

•  Independent reading book 

•  Notebook

•  Pencil

• Chromebook 

May be a tier 2 day

Activities:

• Free Write Friday (12 minutes)

• Amplify Character and Conflict Sub-Unit 2 Lesson 8: "What you always excusing me for?" (Finish from yesterday)

  • Activity 4 (10 minutes)

  • Activity 5 (12 minutes) 

    • Activity 5 Write (12 points) CFA for 2nd Flex Day 7.1 Textual evidence

  • Activity 8 (5 minutes)

    • Exit Ticket (4 points) 

• Independent Reading (20 minutes)

Homework:

•   Read