As of 3/23/20: Please check Google Classroom for announcements, activities/classwork, etc.

Friday, March 13, 2020

Warm Up: Independent Reading

1. Part 2: Mayan Performance Task Constructed Responses

HW: Enjoy your weekend

Thursday, March 12, 2020

Warm Up:Independent Reading

1. 1. Run On Sentence Practice #1 (handout given in class) - If you are out sick, watch this video on Run-Ons and Comma Splices

2. Continue Mayan Performance Task

• Finish notes for video source 4
• Complete part 2- slide #13
  • There are two constructed responses to answer about sources #1-4
  • You may work with a partner

Wednesday, March 11, 2020

Warm Up: Independent Reading

1. Continue Mayan Argument Performance Task (posted on Google Classroom)

• Read and take notes on work on slides 1-12

HW: Finish notes on sources 1-4

Tuesday, March 10, 2020

Warm Up: Independent Reading

1. Run On Sentences (given in paper)

2. Begin Mayan Argument Performance Task (posted on Google Classroom)

• Today we will begin prepping for an argument essay by reading and taking notes on various sources about the Mayan Civilization
• You will begin to read and take notes on slides 1-12

HW: Read!

Monday, March 9, 2020

Warm Up: Independent Reading

1. Run-on Sentences (handout given in class)

2. Finish Four Corner Debate

• Finish planning arguments with team
• 4 Corner Discussion

HW: Read 15-20 minutes; finish 4 Corner reflection (if not done in class)

Friday, March 6, 2020

Independent Reading

1. Review #17 Analyzing Arguments

2. Four Corner Debate Preparation

• Make your own copy of the document
• You will be assigned a "corner" and will have time in class today to prepare with people on your side

HW: Enjoy your weekend! Catch up on any missing assignments that can be made up

Thursday, March 5, 2020

Warm Up: Independent Reading

1. Finish #17 Analyzing Arguments: Should Schools Punish Off-Campus Cyberbullying?

HW: Read independent reading books 15-20 minutes

Wednesday, March 4, 2020

1. Discuss #16 Students, School, & Social Media Reflection

2. #17 Analyzing Arguments: Should Schools Punish Off-Campus Cyberbullying?

HW: Read independent reading books 15-20 minutes

Tuesday, March 3, 2020

Warm Up: Independent Reading

1. Finish Peergrade feedback and submit argument constructed responses

2. #16 Students, School, & Social Media Reflection

• There are two sources to watch and read. Each of these sources provide information about how schools handle social media cyberbullying situations. There are questions for each source for you to respond to. This will be done independently, then you will discuss this in small groups.

HW: Finish classwork; read if done with everything

Monday, March 2, 2020

Warm Up: Independent Reading

1. Run-On Sentences

2. Finalize argument constructed responses

3. Peergrade Feedback

• Go to www.peergrade.io/join
• Code: QM2N64

You will provide feedback to 2 peers and use feedback from peers to revise/edit your work

HW: Finish editing/revising argument constructed response- final drafts due at the beginning of class tomorrow

Friday, February 28, 2020

1. Independent Reading

2. Transitions in Paragraphs (on Google Classroom)

3. Revision Checklist for Argument Constructed Response-Banning Texting and Walking (on Google Classroom)

HW: Read & enjoy your weekend

Thursday, February 27, 2020

1. Independent Reading

2. Fragments Kahoot Practice

3. #13 Argument Constructed Response: Banning Texting and Walking (on Google Classroom)

HW: Finish argument paragraph draft

Wednesday, February 26, 2020

Warm Up: Independent Reading

1. Fragments Notes/Practice

2. Building an Argument: Would You Ban Texting and Walking Debate Part 2 (on Google Classroom)

• Today you will read three sources and use evidence from those sources to strengthen each side of the banning texting/walking argument
• After, you will select a position and write your own argument on the issue

HW: Read 15-20 minutes

Tuesday, February 25, 2020

Warm Up: Independent Reading

1. Fragments Notes/Practice

2. Would You Ban Texting and Walking Close Reading Check (on Google Classroom)

• In class, you and a partner will answer some close reading questions about the text

3. Would You Ban Texting and Walking Debate Part 1 (on Google Classroom)

HW: Finish part 1 on "Would You Ban Texting and Walking Debate" (if not done in class); Read 15-20 minutes

Monday, February 24, 2020

Warm Up: Independent Reading

1. Vocabulary Practice (on GoFormative)

2. Summary Writing Feedback- click here to access

HW: Read 15-20 minutes

Friday, February 21, 2020

Warm Up: Independent Reading

1. #10 Would You Ban Texting and Walking Summary Practice on Google Classroom

HW: Catch up on missing work

Thursday, February 20, 2020

Warm Up: Independent Reading

1. 3 Truths and a Lie- Vocabulary Challenge

• Vocabulary: “Would You Ban Texting and Walking?”

2. #10 Would You Ban Texting and Walking Summary Practice on Google Classroom

HW: Read 15-20 minutes

Wednesday, February 19, 2020

Warm Up: Independent Reading

1. Grammar Quiz: Phrases & Clauses on Google Classroom

2. Vocabulary: “Would You Ban Texting and Walking?”

• Play-Doh Pictionary

HW: Read 15-20 minutes

Tuesday, February 18, 2020

Warm Up: Independent Reading

1. Phrases/Clauses Quizizz Practice

• Grammar Quiz tomorrow:
  • Know definitions of phrases, independent and dependent clauses
  • Be able to identify clauses and phrases
  • Be able to create your own phrases and clauses

2. Continue #09 Summary & Writing About Argument

HW: Finish #09 Summary & Writing About Argument (if not done); read 15-20 minutes

Thursday, February 13, 2020

1. Independent Reading
2. Phrases/Clauses 2.5 (handout given in class)
3. Common Problems in Constructed Responses (notes and Google Slide attached to #008 on Google Classroom)
4. Revise #008 Constructed Response: YouTube Made Me Do It

HW: Finish revising constructed response (if needed); read

Wednesday, February 12, 2020

1. Independent Reading
2. Phrases/Clauses 2.4 (handout given in class)
3. Review #007 YouTube Made Me Do It Reading Check Quiz
4. Turn in #008 Constructed Response: YouTube Made Me Do It
   • Reread and use Grammarly
   • Highlight claim in yellow
   • Highlight evidence in orange
   • Highlight commentary in green
5. #09 Summary & Writing About Argument

• We will practice summarizing an informational text and writing about argument
• Draft is due tomorrow (we will revise in class Thursday)

HW: Finish classwork (if not done); Read 15-20 minutes

Tuesday, February 11, 2020

1. Independent Reading
2. Phrases/Clauses 2.2
3. #007 YouTube Made Me Do It Reading Check Quiz- (on Google Classroom)
   • Open text; use the text to help you answer the questions
   • No retakes- not timed
   • Read, if done early

4. #008 Constructed Response: YouTube Made Me Do It

• Include a claim, evidence, and commentary
• Use the Constructed Response Structure to help

HW: Finish classwork (if not done); Read 15-20 minutes

Monday, February 10, 2020

Warm Up: Independent Reading

1. Phrases/Clauses 2.1 Practice

2. Review classwork from Friday

• Vocabulary Practice (Go Formative)
• Review #006 YouTube Made Me Do It Debate

HW: Read 15-20 minutes; finish vocabulary practice (of not done in class)

Friday, February 7, 2020

Warm-Up: Independent Reading (10 minutes)

1. #006 YouTube Made Me Do It Debate (on Google Classroom)
   1. You will read the text and identify claims/reasons for and against social media influencing kid’s behavior. You will find 3 claims/reasons and write them in the chart for part 1
   2. After, you will analyze the author’s tone (attitude towards topic) in part 2
   3. Part 1 and 2 are due by the end of the period (if not, it is HW)
2. Done Early? Read a book or catch up on missing assignments

HW: Finish any incomplete classwork- due Monday @ beginning of class

Thursday, February 6, 2020

Finish FAST (read independent reading books if done with FAST)

1. Phrases and Clauses Warm Up

2. YouTube Made Me Do It Vocabulary

• Before we read the article, "YouTube Made Me Do It," we will review important vocabulary from the text and practice defining words using context clues

HW: Finish YouTube Made Me Do It Vocabulary HW (if not done in class)

Wednesday, February 5, 2020

Warm Up: Independent Reading

FAST Test

• Go to https://sdusd.illuminatehc.com/login
• Sign in with SAML
• Click "FastBridge" and take the aReading exam
• Your goal is to show growth from your original reading level from September
• Done Early? Read your independent reading books or catch up on a missing assignment for English

HW: Read 15-20 minutes

Tuesday, February 4, 2020

Warm Up: Independent Reading

1. Grammar: Phrases/Clauses

2. Ethos/Pathos/Logos in TikTok Debate (Part 2)

HW: Finish classwork; read 15-20 minutes

Monday, February 3, 2020

Warm Up: Independent Reading

1. Grammar: Phrases/Clauses

2. Discuss Tiki Tok Debate

• Share your evidence charts from part 1
• Discuss and respond to the discussion questions as a team

HW: Finish classwork (if not done in class); read

Friday, January 31, 2020

Warm Up: Grammar- Phrases and Clauses

1. Independent Reading

2. Tik Dok Debate

• Discuss vocabulary
• Evaluate the debate (on Google Classroom)

HW: Enjoy your weekend; read!

Thursday, January 30, 2020

Talent Show

HW: #003 "Does TikTok Belong in School?” Vocabulary - on Google Classroom

Wednesday, January 29, 2020

Warm Up: Independent Reading- complete Semester 2 Check In #1 (independent reading Google Form)

1. Review Subject/Verb Quiz

2. Phrases and Clauses- Notes

3. Discuss Argument Mentor Text: Suspension Article and turn into #001 on Classroom

4. Complete Argument Reflection: Answer on GoFormative

HW: Finish any incomplete classwork; read 15-20 minutes; Tik Tok Debate Vocabulary due Friday at beginning of class

Tuesday, January 28, 2020

Warm Up: Independent Reading

1. #002 Subject/Verb Quiz (on Google Classroom)

2. Discuss Recess Argument Mentor Text

3. Complete School Suspension Argument Mentor Text (#001 on Classroom)

HW: Finish #001 Argument Mentor Text (if not done in class); You will have class time for the GoFormative Reflection

Monday, January 27, 2020

Warm Up: Independent Reading

Purpose: Analyze how authors develop an argument with reasons, evidence, and rhetoric.

1. Argument Mentor Texts (on Google Classroom)

• #001 on NEW Google Classroom
• Argument Reflection: Answer on GoFormative

HW: Finish classwork- Recess portion of graphic organizer (if not done); read 15-20 minutes

Friday, January 24, 2020

Warm Up: Subject Verb Agreement Final Practice

1. Draft Day

• You will have the period to complete your argument on-demand

HW: Enjoy your weekend; read your independent reading book

Thursday, January 23, 2020

1. Subject Verb Agreement Practice 9.4

2. Continue Argument On Demand Pre-Assessment

• Finish planning argument
• Start drafting

HW: Read 15-20 minutes

Wednesday, January 22, 2020

Warm Up: Independent Reading

1. Subject Verb Agreement Practice 9.3

2. Argument On Demand Pre-Assessment

• Finish Tug of War
• Brainstorm/plan argument
• Start drafting

HW: Finish planning argument (if not done in class); Read 15-20 minutes

Tuesday, January 21, 2020

Warm Up: Independent Reading

1. Subject Verb Agreement Practice

2. Argument On Demand Pre-Assessment

• Part 1: Read Text and Tug of War
• Brainstorm/plan argument

HW: Read 15-20 minutes

Friday, January 17, 2020

Warm Up: Independent Reading

1. Subject/Verb Agreement

2. Finish Socratic Smackdowns

• Determine winners of each round
• Everyone completes the Reflection independently

HW: Submit any incomplete work by tonight!

Thursday, January 16, 2020

Warm-Up: Subject/Verb agreement notes

1. Finish Socratic Smackdown

• Reflection (complete this when done with our “smackdown”)

HW: Finish classwork

Wednesday, January 15, 2020

Warm-Up: Subject/Verb agreement notes

1. Socratic Smackdown Preparation (on Google Classroom)

2. Finish film comparison (if not done)

HW: Finish classwork; read 15-20 minutes

Tuesday, January 14, 2020

Warm Up: Continue Subject-Verb Agreement Practice (handout will be given in class)

1. Finish Chapter 9 from A Christmas Carol

2. Film Comparison- on GoFormative

HW: Finish any incomplete classwork; find an independent reading book

Monday, January 13, 2020

Warm Up: Subject-Verb Agreement Practice (handout will be given in class)

1. Read Ch. 9 The End of It- A Christmas Carol
2. Film Comparison- on GoFormative

HW: Finish any incomplete classwork; find an independent reading book

Friday, January 10, 2020

1. Warm Up: Subject/Verbs 1.3
2. Finalize classwork from yesterday with sub
3. A Christmas Carol film comparison- on GoFormative

HW: Enjoy your weekend! Have an independent reading book finalized by Monday

Thursday, January 9, 2020

I will be out of the classroom due to having jury duty. Here is our agenda:

1. Finish reading Chapters 7-8 (finish @ 9:09 or just read text- linked below from Wednesday)
2. Close Reading Questions & Constructed Response - this is independent work that is posted on Google Classroom

Done Early? Read a book or catch up on missing assignments

HW: Finish any incomplete classwork

Wednesday, January 8, 2020

Warm Up: Subjects/Verbs 1.2

1. Share and submit "I Am Poem"

2. Read Ch. 7-8

• Chapter 7 text (audio version- click here)
• Chapter 8 text (audio version- click here)
• Come up with one TQE for each chapter

HW: Finish classwork (if not done in class)

Tuesday, January 7, 2020

Warm Up: Grammar- Subjects and Verbs

• We will review what a subject and a verb is in a sentence and how to identify each of them

1. Finish "I Am" Poems

HW Finish "I Am" poems

Monday, January 6, 2020

Welcome Back!

1. Finish film to Stave 3 (15-20 min)

2. Step Inside Activity for Scrooge Ch. 5-6 (on Google Classroom)

• This will be done on your own or with a partner
• Ch. 5-6 are linked on assignment on Google Classroom

3. Prepare 1 TQE for CH. 5 & CH. 6 each

HW: Finish any incomplete classwork

Friday, December 20, 2019

Watch film version of A Christmas Carol and compare to text (Staves 1-3)

HW: Enjoy your break! Read independent reading books

Thursday, December 19, 2019

1. Read Chapter 6
2. Ch.5-6 Reading Check Quiz
3. Step Inside "I Am Poem" for Scrooge in Ch. 5-6 (on Google Classroom)

HW: Come up with 1 TQE for Ch. 6 in A Christmas Carol

Wednesday, December 18, 2019

1. Finish TQE Chat (whole group)

2. Read CH. 5 in A Christmas Carol

• Ch. 6

HW: Write 1 TQEs for Ch. 5

Tuesday, December 17, 2019

1. Finish Constructed Response Review

In class we will discuss the second sample using the rubric

Color Code:

Highlight claim in YELLOW

Highlight evidence in GREEN

Highlight commentary in ORANGE

BOLD your transitions

TURN INTO CLASSROOM WHEN DONE

2. TQE Discussion on Ch. 3-4

In small groups, you will share your TQES about Ch. 3 and 4 here HW: Revise constructed response (if needed); Finish reading Ch. 5

HW: Revise constructed response (if needed); Finish reading Ch. 5

Monday, December 16, 2019

1. Constructed Response Review

• In class we will look at samples using the rubric
• You will have time to revise (if needed)
• Color Code:
  • Highlight claim in YELLOW
  • Highlight evidence in GREEN
  • Highlight commentary in ORANGE
  • BOLD your transitions
  • TURN INTO CLASSROOM WHEN DONE

HW: Finish constructed response (if not done in class)

Friday, December 13, 2019

Warm Up: Read independent reading books (10 minutes)

1. Turn in #25 TQE Board to Google Classroom
2. Complete #26 Stave 2 Constructed Response - Scrooge’s Past
   1. Think about the various past scenes we visit in Scrooge’s life
      1. Boy at boarding school, who is alone during the holidays
      2. Young man as an apprentice for Mr. Fezziwig
      3. Adult who loses his Belle, his fiancee
      4. Adult who witnesses Belle with her new husband and family
   2. Prompt: Did Scrooge choose to become the way he is, or did his life make him that way?

Done Early? Study vocabulary for CH. 1-4 on Quizlet (posted on Classroom) or read your independent reading book!

HW: Finish any incomplete classwork

Thursday, December 12, 2019

Warm Up: Ch. 1-4 Vocabulary Practice

1. Commas for Clarity Grammar Check (on Google Classroom)

2. Read Ch. 4- Ch. 4 "Mr. Fezziwig"

AUDIO- Click here

3. Come up with 2 TQEs for Ch. 4

HW: Finish 2 TQEs for Ch. 4 (due tomorrow at the beginning of class)

Wednesday, December 11, 2019

Warm Up: Finish No Red Ink OR read (if done with No Red Ink)

1. Continue working on Ch. 3-4 Vocabulary

• Finish this for HW if not done by end of class time

2. TQE- Ch. 3 Discussion

HW: Finish Ch. 3-4 vocabulary (due tomorrow); finish No Red Ink "Commas for Clarity;" revise TQE for Ch. 3 (if needed)

Tuesday, December 10, 2019

Warm Up: Commas Separating Adjective (No Red Ink) or read independent reading book

1. Ch. 3-4 Vocabulary (on Google Classroom)

2. Read Ch. 3 "The First of the Three Spirits"

3. TQE Board- Begin thinking of a thought, question, and epiphany based on the text

HW: Develop 1 thought, question, and epiphany for TQE discussion; finish any incomplete classwork

Monday, December 9, 2019

1. No Red Ink: Grammar Focus- Commas for Clarity

• https://www.noredink.com/join/thrifty-hamster-15

2. Finish Ch. 1 and 2 Thinking Questions with group on GoFormative

3. Read Ch. 3 "The First of the Three Spirits"

HW: Read independent reading books 15-20 minutes

Friday, December 6, 2019

1. Discuss #22 "Marley's Ghost"

2. Read "Meeting With Marley"

• Text- click here
• Audio- click here

3. Collaborative Talk: Ch. 1 and 2 Thinking Questions

• With your team, COLLABORATIVELY to answer the questions on GoFormative.
• Team captains have been assigned the work (one submission per team)
• Everyone is responsible for contributing ideas and referring to the text.
• Make sure grammar is grade-level (capitalization, spelling, etc.) Cite evidence by pg #!
• This will be a group grade.

HW: Read independent reading books 15-20 minutes; catch up on any missing assignments

Thursday, December 5, 2019

Counselor Announcement - Yellow Ribbon Suicide Awareness

• Pre-Test
• Post-Test

HW: Read independent reading book 15-20 min

Wednesday, December 4, 2019

1. Share vocabulary sentences

2. Read #22 "Marley's Ghost" (On Google Classroom)

• Read "Marley's Ghost"
• Complete the reading check chart to make inferences about Scrooge

HW: Finish any incomplete classwork from today (all of #22 is due tomorrow)

Tuesday, December 3, 2019

1. Finish discussing #21 Anticipation Guide (on Google Classroom)

2. Begin #22 "Marley's Ghost" (On Google Classroom)

• Complete the vocabulary portion, using the words in a sentence that provides context clues to show your understanding of the word

HW: Finish any incomplete classwork; (vocabulary portion)

Monday, December 2, 2019

WELCOME BACK!

1. Independent Reading
2. Introduction to A Christmas Carol
   • #21 Anticipation Guide (on Google Classroom)

HW: Finish classswork

Friday, November 22, 2019

1. Independent Reading
2. Review Narrative Unit Assessment
3. Continue #20 Life in London: (on Google Classroom)

• Using your notes from the different resources, write a reflection about what you've learned on #21 Life in London Online Reflection/Discussion
  • Post your reflection AND respond to 2+ peers
  • Responses need to be specific and detailed

HW: Enjoy the break and read! Finish Life in London (if not done in class today)

Thursday, November 21, 2019

Finish Narrative Unit Assessment

#20 Life in London: (on Google Classroom)

• You will read and watch various sources to understand what life was like during the Victorian Era
• This will help us better understand the importance of the setting in A Christmas Carol
• After your investigation, you will write a reflection about what you've learned

HW: Finish taking notes on Life in London (if not done in class)

Wednesday, November 20, 2019

Narrative Unit Assessment

Go to https://sdusd.illuminatehc.com/login to access the test.

If done early, read your independent reading books.

HW: Read 15-20 minutes

Tuesday, November 19, 2019

1. Collaborative Talk: Discuss theme statements and how selected evidence supports the claim (theme).

2. Finish final constructed response on theme from“The Rose That Grew from Concrete” (on Google Classroom)

In your constructed response, be sure to: CEC

• Restate prompt + answer it = CLAIM
• Include 1 (or more) pieces of CITED evidence from the poem that support your claim = EVIDENCE
  • Transition "evidence" (Shakur Line #).
  • Shakur writes, "evidence" (Line #).
• Explain what your evidence means, how it supports your claim, and why it is significant to the poem= 3 sentences (or more) of COMMENTARY

2. Quizizz Review- Narrative Unit Assessment Practice

• Inferences about characters, theme, etc.
• Revising narrative writing (sensory details, word choice, structure, dialogue)
• Citing evidence from text to support answers

HW: Finish classwork (due @ beginning of period tomorrow); Narrative Unit Assessment tomorrow

Monday, November 18, 2019

Warm Up: Dialogue Review

1. Finish final constructed response on theme from“The Rose That Grew from Concrete” (on Google Classroom)

In your constructed response, be sure to: CEC

• Restate prompt + answer it = CLAIM
• Include 1 (or more) pieces of CITED evidence from the poem that support your claim = EVIDENCE
  • Transition "evidence" (Shakur Line #).
  • Shakur writes, "evidence" (Line #).
• Explain what your evidence means, how it supports your claim, and why it is significant to the poem= 3 sentences (or more) of COMMENTARY

2. Quizizz Review- Narrative Unit Assessment Practice

• Inferences about characters, theme, etc.
• Revising narrative writing (sensory details, word choice, structure, dialogue)
• Citing evidence from text to support answers

HW: Finish classwork (due @ beginning of period tomorrow); Narrative Unit Assessment tomorrow

Friday, November 15, 2019

1. Continue “The Rose That Grew from Concrete” (on Google Classroom)

• We will finish part 3: Constructed Responses

In your constructed response, be sure to: CEC

• Restate prompt + answer it = CLAIM
• Include 1 (or more) pieces of CITED evidence from the poem that support your claim = EVIDENCE
  • Transition "evidence" (Shakur Line #).
  • Shakur writes, "evidence" (Line #).
• Explain what your evidence means, how it supports your claim, and why it is significant to the poem= 3 sentences (or more) of COMMENTARY

HW: Enjoy your weekend- read!

Thursday, November 14, 2019

Warm Up: Independent Reading

1. Continue “The Rose That Grew from Concrete” (on Google Classroom)

• We will finish part 2 & 3

In your constructed response, be sure to: CEC

• Restate prompt + answer it = CLAIM
• Include 1 (or more) pieces of CITED evidence from the poem that support your claim = EVIDENCE
  • Transition "evidence" (Shakur Line #).
  • Shakur writes, "evidence" (Line #).
• Explain what your evidence means, how it supports your claim, and why it is significant to the poem= 3 sentences (or more) of COMMENTARY

HW: Finish “The Rose That Grew from Concrete” if not done in class

Wednesday, November 13, 2019

Warm Up: Independent Reading

1. Color Code and turn in Constructed Response: Bountiful Case

2. “The Rose That Grew from Concrete” (on Google Classroom)

• We will get through Part 1 & 2 today

HW: Finish any incomplete classwork; read 15-20 minutes

Tuesday, November 12, 2019

Warm Up: Independent Reading

1. Constructed Response: Bountiful Case

Bountiful Case Constructed Response

• What happened to Mr. Bountiful? Explain your claim and support it with evidence and reasoning.
• CEC notes for constructed responses (you can make a copy of this and save in your English folder for future reference)

HW: Finish The Bountiful Case (if not done in class); Read 15-20 minutes

Friday, November 8, 2019

1. Independent Reading

2. Finish The Bountiful Case: Claim Based Writing Practice

• Access doc from your English folder

HW: Read 15-20 minutes

Thursday, November 7, 2019

Warm Up: Independent Reading

1. Review Sherlock Play Reading Check Quiz

2. The Bountiful Case: Claim Based Writing Practice

• Click here to make a copy of the activity
  • Move this doc to your English folder

HW: Read 15-20 minutes

Wednesday, November 6, 2019

Warm Up: Independent Reading

1. Review Close-Reading Questions #018 “The Midnight Killer” & “How To Think Like Sherlock” (on Google Classroom) & vocabulary

2. Reading Check Quiz "The Midnight Killer" (on Google Classroom)

HW: Read 15-20 min.

Tuesday, November 5, 2019

Warm Up: Read independent reading books

1. Finish Reader’s Theater “Sherlock Holmes: The Midnight Killer”
2. Answer Close-Reading Questions #018 “The Midnight Killer” & “How To Think Like Sherlock” (on Google Classroom)
3. Done Early?
   • Read independent reading book

HW: Finish any incomplete classwork

Monday, November 4, 2019

1. Independent Reading
2. Complete Writing Narrative Unit Reflection Period 4
3. #017 Sherlock Holmes & the Midnight Killer Vocabulary Activity (on Google Classroom)
4. Drama: Reader's Theater- Sherlock Holmes & the Midnight Killer

• Class code is petmint7

HW: Finish Sherlock Holmes & the Midnight Killer Vocabulary Activity (if not done in class); Read 15-20 minutes

Friday, November 1, 2019

1. Independent Reading
2. Post-Halloween Warm-Up
3. Turn in #013 Narrative Assignment and upload to Class Dojo Portfolio
4. Share in small groups
5. Writing Narrative Unit Reflection Period 4

HW: Read 15-20 minutes

Thursday, October 31, 2019

1. Quizizz Figurative Language Practice: Halloween Edition
2. Finish last Narrative Revision Stations
3. Complete 7th Grade Narrative Writing Checklist

HW: Enjoy Halloween; stay safe! Finish narrative checklist (if not done in class)

Wednesday, October 30, 2019

Continue Narrative Revision Stations

• In class you will rotate between 8 stations to help you strengthen your narrative
• Directions/activities will be provided on paper in class

HW: Finish any incomplete station work from today

Tuesday, October 29, 2019

Continue Narrative Revision Stations

• In class you will rotate between 8 stations to help you strengthen your narrative
• Directions/activities will be provided on paper in class

HW: Finish any incomplete station work from today

Monday, October 28, 2019

Finish #014 Narrative Ending: on Google Classroom

Begin Narrative Revision Stations

• In class you will rotate between 8 stations to help you strengthen your narrative
• Directions/activities will be provided on paper in class

HW: Finish any incomplete station work from today

Friday, October 25, 2019

Warm Up: Independent Reading

1. #014 Narrative Ending: on Google Classroom

• Review narrative endings
• Go through narrative ending checklist and revise your narrative

HW: Finalize your narrative ending/dialogue

Thursday, October 24, 2019

Warm Up: Independent Reading

1. Leads for Your Narrative- #014 Narrative Leads (on Google Classroom)

• We will draft three different openings for our stories using various techniques

HW: Continue working on draft

Wednesday, October 23, 2019

Warm Up: Independent Reading

1. Continue working on narrative draft

HW: Finish narrative rough draft

Tuesday, October 22, 2019

1. Assignment #013 on Google Classroom: Draft your Fictional Narrative
   • Using your story arc, begin drafting your narrative
   • You will get points for completion
   • Draft up to the climax of your plot
2. Done Early? Read or continue writing.

HW: Have up to the climax of your plot drafted

Monday, October 21, 2019

Warm Up: Read independent reading books 10 minutes

1. Plan your Fictional Narrative
   1. Complete your story arc. Submit #012 to Google Classroom.
   2. Done Early? Read or start drafting your narrative

HW: Finish #0012 (if not done) and read 15-20 minutes

Friday, October 18, 2019

1. Finish "Is it a Story?"

• Sort and share

2. #012 Plot Lines/Story Arcs- Mapping & Getting to the Heart of Your Story

• Writing Your Narrative (slides 3-4)
• Now that we've studied pacing, description, dialogue, and characterization, we are going to write a narrative using these different narrative skills

HW: Enjoy your weekend

Thursday, October 17, 2019

1. Share Character Scenes

2. Complete "Reflect" in #011 Character Development Writer's Craft Mini Lesson (on Google Classroom)

3. Start Planning Narratives

• Writing Your Narrative
• Now that we've studied pacing, description, dialogue, and characterization, we are going to write a narrative using these different narrative skills
• In class, we will work on slide #2, "What is a story?"

HW: Narrow down a prompt/scene you want to expand into a narrative. Read 15-20 minutes

Wednesday, October 16, 2019

1. Independent Reading
2. #011 Character Development Writer's Craft Mini Lesson (on Google Classroom)
   • We will practice using narrative techniques and STEAL to develop characters in a narrative.

HW: Read independent reading book! Finish any incomplete classwork (#011)

Tuesday, October 15, 2019

1. Independent Reading
2. Turn in #010: STEAL in Serafina and the Black Cloak
3. #011 Character Development Writer's Craft Mini Lesson (on Google Classroom)

HW: Read independent reading book! Finish any incomplete classwork (#011)

Monday, October 14, 2019

Warm Up: Independent Reading

Finish #010: STEAL in Serafina and the Black Cloak (access assignment in Google Classroom)

• Part 1: STEAL Chart- We will read the text and complete the STEAL Chart to practice analyzing indirect characterization
• This will help us understand the different ways we can develop characters in our own writing
• PART 2: Character Mind Map
• With your assigned group, you will create a mind map or open mind poster revealing Serafina’s traits

HW: Read independent reading books

Friday, October 11, 2019

Warm Up: Independent Reading

Continue #010: STEAL in Serafina and the Black Cloak (access assignment in Google Classroom)

• Part 1: STEAL Chart- We will read the text and complete the STEAL Chart to practice analyzing indirect characterization
• This will help us understand the different ways we can develop characters in our own writing

HW: Complete any unfinished classwork; read and enjoy your weekend!

Thursday, October 10, 2019

Warm Up: Independent Reading

Finish STEAL Practice on "Snack Attack"

#010: STEAL in Serafina and the Black Cloak (access assignment in Google Classroom)

• Part 1: STEAL Chart- We will read the text and complete the STEAL Chart to practice analyzing indirect characterization
• This will help us understand the different ways we can develop characters in our own writing
• PART 2: Character Mind Map
• With your assigned group, you will create a mind map or open mind poster revealing Serafina’s traits

HW: Finish classwork; read

Wednesday, October 9, 2019

Warm Up: Independent Reading

Purpose: Analyze how an author uses indirect characterization to develop characters in a text by making inferences from text evidence. This will help us understand various ways to develop a character in our own narrative writing.

1. Characterization- How do authors reveal traits about characters in their stories?
   1. STEAL Practice (Make your own copy and save to English Folder)
      • We will complete the chart together.
   2. Snack Attack Practice - we will use this Pixar short to practice analyzing indirect characterization.

HW: Read independent reading books

Tuesday, October 8, 2019

1. Independent Reading

2. Finish #009 Exploding a Moment

• Include at least 5 sensory details (you can mix/match)
• Include 2 types of figurative language (cannot be the same types)
• Highlight your 5 sensory details by making comments and identifying what it appeals to
• Highlight and identify your two types of figurative language (make comments)

3. Take Descriptive Writing Check

HW: Finish #009 Explode a Moment (if not done in class)

Monday, October 7, 2019

1. Independent Reading

• Identify a descriptive scene/sentence in your reading from today. Explain how this writing helps capture your experience as a reader. Write it down on the index card provided in class.

2. Finish #009 Exploding a Moment

• Include at least 5 sensory details (you can mix/match)
• Include 2 types of figurative language (cannot be the same types)

HW: Finish #009 Explode a Moment (of not done in class)

Friday, October 4, 2019

1. Independent Reading
2. Finish Descriptive Writing Practice (in class group activity)
   • Group Challenge: Submit your group's description of the dessert. Incorporate sensory details and figurative language
   • Our class will vote on the best description through Socrative

HW: Read and enjoy your weekend!

Thursday, October 3, 2019

1. Independent Reading
2. Continue #009 Explain: How does Myers develop mood in the passage?
3. Descriptive Writing Practice (in class group activity)

HW: Read! 15+ minutes

Wednesday, October 2, 2019

1. Discuss "The Treasure of Lemon Brown" questions on Actively Learn
2. #009 Explode a Moment- Descriptive Writing Writer's Craft Mini Lesson (on Google Classroom)

HW: Independent Reading

Tuesday, October 1, 2019

*Complete Step 3 on #007 Use of Dialogue * (It is a Google Form reflection)

Independent Reading

Quickwrite #3- What do you treasure? (slides 5-8)

Read “The Treasure of Lemon Brown” (Actively Learn)

• As you read annotate:
1. Your thoughts/reactions/questions
2. Greg Ridley's feelings and how they change

HW: Finish classwork; read independent reading books

Monday, September 30, 2019

1. Independent Reading

2. Finish Mini Lesson: #007 Use of Dialogue (assignment on Google Classroom)

• Focus on using dialogue in narrative writing to set the scene, advance action, give insight into each character, and/or foreshadow future dramatic action.
• Workshop Time: Go back to a quick write or your narrative diagnostic and strengthen your use of dialogue.
• RESOURCE: Check your punctuation with *How to Punctuate Dialogue*

HW: Finish any incomplete classwork

Friday, September 27, 2019

1. Independent Reading
2. Mini Lesson: #007 Use of Dialogue (assignment on Google Classroom)
   • Today we will focus on using dialogue in narrative writing
   • Dialogue helps to set the scene, advance action, give insight into each character, and foreshadow future dramatic action.
3. Workshop Time: Go back to a quick write or your narrative diagnostic and strengthen your use of dialogue.

HW: Enjoy your weekend and read!

Thursday, September 26, 2019

1. Quickwrite #2 (prompt is on slide #4)
2. Discuss Plot Chart
3. Pacing of a Story Mini Lesson

• Today we will focus on how to develop a narrative that is organized logically and naturally

4. Workshop Time: Go back to a Quickwrite (or your narrative diagnostic from last week) and work on the pacing in your story.

• Be sure to use time to transition
• Vary between scene and summary (narration)
• Exit Ticket- post a private comment from your English Narrative Journal Assignment summarizing how you improved your draft today.

HW: Read independent reading book!

Wednesday, September 25, 2019

1. Independent Reading
2. Read “My Side of the Story” on Actively Learn
3. #006 “My Side of the Story” by Adam Bagdasarian Plot Chart (on Google Classroom)
4. Answer close reading question for “My Side of the Story” on Actively Learn

HW: Finish any classwork (if not done in class) and/or read independent reading book

Tuesday, September 24, 2019

1. Independent Reading
2. Review Literary Elements in "Alma"
3. English Narrative Journal: Quickwrite #1 (slide #3)

HW: Read independent reading book

Monday, September 23, 2019

1. Independent Reading

2. Finish up/Review #004 Story Elements Review: Alma and #005 Story Elements Review: Alma

3. Complete “Self Reflection: Elements of Fiction” (on Google Classroom)

4. Narrative English Journal: Quickwrite #1 (slide #3)

• Access journal on Google Classroom

HW: Finish any incomplete classwork; read independent reading book

Friday, September 20, 2019

1. Independent Reading

2. Finish #004 Story Elements Review: Alma (on Google Classroom)

3. Respond to #005 Story Elements Review: Alma

4. Complete “Self Reflection: Elements of Fiction” (on Google Classroom)

HW: Read and enjoy the weekend

Thursday, September 19, 2019

1. Independent Reading

2. #004 Story Elements Review: Alma (on Google Classroom)

Goal: To be able to analyze and write narratives, we need to review some important terms.

• Explore: Take some time to review these story elements
• Apply: Show what you know about Story Elements by watching the short film “Alma” and applying your knowledge of literary elements
• Reflect: Why are story elements important to a story? Use specific details to support your thinking. Refer to “Alma” as evidence.

HW: Read independent reading books

Wednesday, September 18, 2019

1. Independent Reading
2. Finish On Demand Narrative Diagnostic (assignment posted on Google Classroom)

Be sure to:

• Establish the situation/conflict (internal or external)
• Introduce a narrator
• Organize the scene in a way that unfolds naturally and logically.
• Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences, events, and characters.

HW: Read independent reading book

Tuesday, September 17, 2019

1. Independent Reading
2. Table Talk: Share your favorite Encyclopedia entry
3. On Demand Narrative Diagnostic (assignment posted on Google Classroom)

- In class, you will showcase your narrative skills by writing a scene based off a visual prompt

- Be sure to:

• Establish the situation/conflict (internal or external)
• Introduce a narrator
• Organize the scene in a way that unfolds naturally and logically.
• Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences, events, and characters.

HW:

• Read independent reading books

Monday, September 16, 2019

1. Independent Reading

2. Workshop Time:

• Focus on revising- ARMS

3. Complete Final Draft Checklist

• Complete the steps to finish editing your draft
• Make comments/annotations identifying various examples of your use of sensory details, imagery, figurative language, active verbs, repetition, etc.

HW: Finish revising/editing and turn into Google Classroom

Friday, September 13, 2019

1. Independent Reading

• Independent Reading Check In #1

2. Revision Mini Lesson

3. Workshop time to revise using ARMS

• Focus on revising- ARMS
• Exit Ticket: Evidence of Revision

HW: Read!

Thursday, September 12, 2019

1. Independent Reading
2. Draft time for “Encyclopedia of MY Ordinary Life”

HW: Have draft complete by tomorrow for writing response groups

Wednesday, September 11, 2019

1. Independent Reading

2. Draft- #003 Encyclopedia of MY Life

• You will have the remainder of class to draft your 6+ encyclopedia entries
• Draft for HW (if not done in class)

HW: Finish at least two Encyclopedia of MY Life entries

Tuesday, September 10, 2019

Warm Up: Answer #2 in Part 2 Encyclopedia of an Ordinary Life…(#002 on Google Classroom)

1. Finish Speed Dating/Library Visit
2. Begin brainstorming/drafting assignment #003- Writing Your Own Encyclopedia of YOUR Life…

HW: Bring independent reading book every day! Have 6 items to write about by tomorrow (for your encyclopedia)

Monday, September 9, 2019

1. Discuss Part 1 & 2 of Encyclopedia of an Ordinary Life…(#002 on Google Classroom)
2. Independent Reading: Book Speed Dating
3. Library Visit

HW: Bring a book for tomorrow!

Friday, September 6, 2019

1. Encyclopedia of an Ordinary Life…(#002 on Google Classroom)
   • Share Part 1 responses

HW: Enjoy your weekend; bring a book from home (if you have one in mind) and your ID for our library visit on Monday

Thursday, September 5, 2019

1. Turn in #001 An Open Letter Assignment- on Google Classroom
2. FAST Reading Assessment
   • Go to https://sdusd.illuminatehc.com/login
   • Log in with SAML (use your district login/password)
   • This is not for a grade, but it will calculate your reading level

Wednesday, September 4, 2019

1. English Class Survey- on Google Classroom
2. Finish drafting #001 An Open Letter Assignment- on Google Classroom
   • Finish draft
   • Go through checklist

HW: Finish Open Letter (if not done in class)

Tuesday, September 3, 2019

Agenda:

1. Chromebooks & Google Classroom
   • Chromebook Usage Overview
   • Add yourself to Google Classroom
     • Period 4: skvwe2
2. Finish drafting An Open Letter Assignment- Assignment #001 on Google Classroom

HW: None

Friday, August 30, 2019

1. New Seats!
   1. Table Talk Icebreaker
2. Discuss An Open Letter from John Green: In small groups, you will share your connections, extensions, and challenges regarding Green's VLOG post
3. An Open Letter Assignment : Handout with directions will be given in class. You will have time in class today to draft your letter

HW:Enjoy your weekend! Syllabus signatures due by tonight.

Thursday, August 29, 2019

1. Finish Syllabus BINGO
2. An Open Letter to Students from John Green
   1. Watch video
   2. Reflection: “An Open Letter to Students” by John Green (this handout will be given in class)

• You will identify main ideas from the video, explain John Green's purpose, and ask questions about his big ideas.

HW: Finish your Reflection: “An Open Letter to Students” (if not done in class) and Syllabus signatures due by Friday.

Wednesday, August 28, 2019

Warm Up: Table Talk

1. Classroom Overview - this is a Google Slides presentation of classroom procedures, expectations, etc. You will get a handout in class of this to take notes/follow along. This document is something you need to keep in your English folder for reference throughout the year.

• Syllabus Bingo- handout given in class. This is review of our class expectations, the syllabus, etc.

HW: Review the syllabus for tomorrow. Syllabus signatures due by Friday.

Tuesday, August 27, 2019

Warm Up: Create your name tag

1. Finish Sticky Note Stations

2. Play-Doh Pictionary

HW: Review the syllabus for tomorrow. Syllabus signatures due by Friday.

Monday, August 26, 2019

Warm Up: Icebreaker Table Conversations

Welcome!

1. Lightning Fast Class Overview
2. Name Tags
3. Sticky Note Stations
4. Play-Doh Challenge
5. HW: Review the syllabus for tomorrow. Syllabus signatures due by Friday.
6.