ELA

Remind: @eblinge to 81010

NOTES

Friday 12/6 Reading

BELL RINGER

Grab the Bell Ringer sheet off the front table

WHOLE GROUP

Vocabulary Assessment: Unit 3 Week 1
Reading Skill Assessment: iReady Lesson 5 Cite Evidence to Make Inferences Part 5- “A Sewing Sensation”

OBJECTIVE

I can use explicitly stated details in a literary text about a character along with background knowledge to make inferences about that character, such as his/her feelings, attitude, personality, relationships, and inner conflicts.
I can use grade - appropriate academic and domain-specific words/phrases to increase comprehension and expression.

Friday 12/6 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Grammar Assessment: Unit 3 Week 1-Action Verbs and Objects

Teacher Model

Opinion Writing
Draft Your Letter
Modeled Instruction for Writing Body Paragraphs pg 24

Guided Practice

Guided Practice #4-6

OBJECTIVE

I can introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
I can provide logically ordered reasons that are supported by facts and details

Thursday 12/5 Reading

BELL RINGER

D.E.A.R.

Teacher Center:

Teacher will walk around monitoring students and checking for understanding

Independent Center:

Independently read Greek Mythology story
Create a question focused on inferencing and post of Flipgrid (make sure to include the story title in you video title before posting)

Technology Center:

Students will read a different story of choice and post a video response to two other students with the like title.

OBJECTIVE

I can use explicitly stated details in a literary text about a character along with background knowledge to make inferences about that character, such as his/her feelings, attitude, personality, relationships, and inner conflicts.

Thursday 12/5 Writing

BELL RINGER

Writing prompt in your notebook

WHOLE GROUP

Grammar:Grammar: Action Verbs and Objects pg T 34-35
Take notes on Quotation Marks and Dialogue and practice the skill

Independent Practice

Opinion Writing
Use ideas from pg 23 to draft their introduction

OBJECTIVE

I can introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Wednesday 12/4 Reading

BELL RINGER

Unit 3 Week 1 Vocabulary Practice Sheet
Grab the Bell Ringer sheet off the front table

WHOLE GROUP

Ready Greek mythology story as a group---
Annotate
summarize the text
Find the theme

OBJECTIVE

I can use explicitly stated details in a literary text about a character along with background knowledge to make inferences about that character, such as his/her feelings, attitude, personality, relationships, and inner conflicts.

Library last 15 min of class.

Wednesday 12/4 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Teacher Model

Opinion Writing
Step 5 Draft Your Letter pg 22

Guided Practice

Draft Your Introduction pg 23

OBJECTIVE

I can introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
I can provide logically ordered reasons that are supported by facts and details

Tuesday 12/3 Reading

BELL RINGER

D.E.A.R.

SMALL GROUPS

Teacher Center:

Meet with groups to discuss answers for Part 2-3
Clear up any misconceptions

Independent Center:

iReady Lesson 5 Cite Evidence to Make Inferences Part 4-”The Wisdom of the Willow Tree”

Technology Center:

Watch the Video
Making Inferences Screencastify Video

OBJECTIVE

I can use explicitly stated details in a literary text about a character along with background knowledge to make inferences about that character, such as his/her feelings, attitude, personality, relationships, and inner conflicts.

Tuesday 12/3 Writing

BELL RINGER

Writing prompt in your binder

WHOLE GROUP

Grammar: Grammar: Action Verbs and Objects
Take notes on Direct Objects and Indirect Objects and practice the skill

Independent Practice

Opinion Writing
Organizing Evidence chart
Take the information from pg. 18-19 and rewrite it on the chart
Return to the sources to find evidence to support your reasons

OBJECTIVE

I can introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
I can provide logically ordered reasons that are supported by facts and details

Monday 12/2 Reading

BELL RINGER

Vocabulary chart

WHOLE GROUP

Vocabulary Routine Unit 3 Week 1

***STANDARDS MASTERY FOR RL 6.1***===use only about 15 minutes for this

Last 15 minutes of class take notes

iReady Lesson 5 Citing Evidence to Make Inferences
Use the STEP BY STEP to think aloud.
Use text and chart on page 41 to create an anchor chart for class

Guided Practice

Complete iReady Lesson 5 Cite Evidence to Make Inferences Part 2-3-”Athena, Arachne, and the Weaving Contest”
Turn in to to folder

OBJECTIVE

I can use grade - appropriate academic and domain-specific words/phrases to increase comprehension and expression.

Monday 12/2 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Grammar: Action Verbs and Objects
Take notes on Action Verbs and practice the skill

Teacher Model

Opinion Writing
Complete page 20-21 about Organizing Evidence

OBJECTIVE

I can introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
I can provide logically ordered reasons that are supported by facts and details

Friday 11/15 Reading

BELL RINGER

DEAR

WHOLE GROUP

Vocabulary Unit 2 Week 4 Assessment
iReady Lesson 15 Analyzing Structure of a Poem Part 5: “Brennan on the Moor” Assessment

OBJECTIVE

I can analyze how lines and stanza fit into the overall structure of a poem and contribute to the development of the theme.
I can use grade - appropriate academic and domain-specific words/phrases to increase comprehension and expression.

Friday 11/15 Writing

BELL RINGER

Daily Writing Prompt: National Geography Day

WHOLE GROUP

Grammar Unit 2 Week 4:Possessive Nouns
U.S. Landmark Acrostic Poem
The acrostic poem must consist of mostly phrases that are specific to the landmark
The word used for the acrostic poem must be the main words

OBJECTIVE

I can distinguish between plural and possessive nouns and form singular and plural possessive nouns with apostrophes.I can use research to create

Thursday 11/14 Reading

BELL RINGER

Metaphor Bell Ringer

SMALL GROUPS

Teacher Center:

iReady Lesson 15- Analyzing the Structure of a Poem practice
In groups with teacher, complete worksheet
Clear up any misconceptions

Technology Center/Partner Center:

Poetry Digital Breakout
Work with a partner from the same group to break free

OBJECTIVE

I can analyze how lines and stanza fit into the overall structure of a poem and contribute to the development of the theme.

Thursday 11/14 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Grammar Unit 2 Week 4:Possessive Nouns
Proofread worksheet--work a couple together and rest independently
U.S. Landmark Acrostic Poem
The acrostic poem must consist of mostly phrases that are specific to the landmark
The word used for the acrostic poem must be the main words

OBJECTIVE

I can distinguish between plural and possessive nouns and form singular and plural possessive nouns with apostrophes.
I can use research to create an acrostic poem about a historical landmark.

Wednesday 11/13 Reading

BELL RINGER

DEAR

SMALL GROUPS

Allee

iREADY DATA GROUPS--
1--”Explore Multiple Meaning Words
2--Explore Synonyms
3--Introduce Word Families

OBJECTIVE

I can analyze how lines and stanza fit into the overall structure of a poem and contribute to the development of the theme.

Wednesday 11/13 Writing

BELL RINGER

Daily Writing Prompt:National Mom and Dad’s Day--or Guardian

WHOLE GROUP

Grammar Unit 2 Week 4:Possessive Nouns
Take notes on Forming Plural and Possessive Nouns
Work an example together and then rest independently
PUBLISHING
Copy and paste to Canva to publish final piece

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant research.
I can distinguish between plural and possessive nouns and form singular and plural possessive nouns with apostrophes.

Tuesday 11/12 Reading

BELL RINGER

Metaphor Bell Ringer
ELA Metaphor Bell Ringer for Nov. 12 and 14

SMALL GROUPS

Teacher Center:

Anchor chart S.L.A.M Poems Like a Pro!
Use the steps of SLAM to analyze Part 3: “The Heart of a Woman” (from yesterday)

Independent Center:

Part 4: “I Sit by the Fire and Think”

Technology Center:

Use the interactive lesson to review about rhyme scheme and meter. Complete the Your turn Activity and turn in when finished.

iReady Lesson 15 Tutorial Analyzing the Structure of a Poem

OBJECTIVE

I can analyze how lines and stanza fit into the overall structure of a poem and contribute to the development of the theme.

Tuesday 11/12 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Grammar Unit 2 Week 4:Possessive Nouns
Take notes on Plural Possessive Nouns pg T226
Work some examples together and rest independently

EDITING
Use checklist to edit with a partner
Edit Checklist
PUBLISHING
Copy and paste to Canva to publish final piece

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant research.
I can distinguish between plural and possessive nouns and form singular and plural possessive nouns with apostrophes.

Monday 11/11/19 Reading

BELL RINGER

Write down vocabulary words on chart

WHOLE GROUP

Vocabulary Routine Unit 2 Week 4 Vocabulary Cards

Benefit Expertise

Deftly Impudence

Derision Legacy

Eaves Symmetry

Teacher Model

iReady Lesson 15-Analyzing the Structure of a Poem Part 1: Introduction
Poems are usually written in groups of lines called stanzas, rather than paragraphs; they may use rhyme, rhythm and repetition; they may not use punctuation in the same ways as other texts.
Discuss elements of poems: rhyme, rhythm, repetition, punctuation and figurative language Wonders Rhyme Scheme, Meter and Personification
Theme=a lesson or message the author wants readers to learn

Guided Practice with Teacher

iReady Lesson 15 -Analyzing the Structure of a Poem Part 2:” Motto”

Independent Practice

iReady Lesson 15 -Analyzing the Structure of a Poem Part 3:”The Heart of a Woman”

OBJECTIVE

I can analyze how lines and stanza fit into the overall structure of a poem and contribute to the development of the theme.
I can use grade - appropriate academic and domain-specific words/phrases to increase comprehension and expression.

Monday 11/11/19 Writing

BELL RINGER

Daily Writing Prompt:Veteran’s Day

Weekly Writing Prompts for Nov. 11, 13, 15

WHOLE GROUP

Grammar Unit 2 Week 4:Possessive Nouns
Take notes Possessive Nouns pg T226
Work examples together and then on their own.
Revise U.S. Landmark Brochure using rubric---self-assessing

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant research.
I can distinguish between plural and possessive nouns and form singular and plural possessive nouns with apostrophes.

Friday 11/8 Reading

BELL RINGER

DEAR

WHOLE GROUP

Vocabulary Assessment: Unit 2 Week 3
Weekly Reading Assessment: Explaining Point of VIew in Literature “Jar of Dreams”

OBJECTIVE

I can identify the narrator’s point of view in a story.
I can recognize how the description of events in a story or poem are influenced by the narrator or speaker.

Friday 11/8 Writing

BELL RINGER

POWERUP

WHOLE GROUP

Grammar: More Plural Nouns Assessment
Drafting for US Landmark Brochure

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant

Thursday 11/7 Reading

BELL RINGER

DEAR

SMALL GROUPS

In groups of 4-5, follow the task cards to complete the autopsy of your character
It may be helpful to assign each member a part to complete on the chart paper
Present to class

OBJECTIVE

I can identify the narrator’s point of view in a story.
I can recognize how the description of events in a story or poem are influenced by the narrator or speaker.

Thursday 11/7 Writing

BELL RINGER

Grammar Practice: Proofread

WHOLE GROUP

Features of an Expository/Informational Essay
Go over the Rubric and Expectations with students using U.S. Landmark Research Rubric: Brochure
If time allows, introduce US Landmark Brochure Drafting/Revise/Edit Template and begin drafting

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant

Wednesday 11/6 Reading

BELL RINGER

Vocabulary Practice page

SMALL GROUPS

Character Autopsy
Peeling Back the Layers on Characters
Choose one student to roll the dice to choose the Fairy Tale Book Storybook links for POV/Perspective
Listen to the story and complete the Character Analysis Sheet

OBJECTIVE

I can identify the narrator’s point of view in a story.
I can recognize how the description of events in a story or poem are influenced by the narrator or speaker.

Wednesday 11/6 Writing

BELL RINGER

WRITING PROMPT: “National Nachos Day” Nov. 6 Writing Prompt

WHOLE GROUP

Continue working on the Research: Paraphrasing and Quoting

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant

Tuesday 11/5 Reading

BELL RINGER

DEAR

SMALL GROUPS

Teacher Center:

Go over Part 3 from yesterday
Clear up any misconceptions

Independent Center:

Part 4: “Landing at Ellis Island”
Turn into folder pocket

Technology Center:

iReady Lesson Tutorial-Exploring Point of View in Literature-”On the Road”

OBJECTIVE

I can identify the narrator’s point of view in a story.
I can recognize how the description of events in a story or poem are influenced by the narrator or speaker.

Tuesday 11/5 Writing

BELL RINGER

POWERUP

WHOLE GROUP

Grammar: Unit 2 Week 3 Plural and Collective Nouns
Take notes over irregular plural forms over the following:
Some nouns have irregular plural forms. These plurals do not end in -s: goose geese; tooth teeth; person people.
Some nouns, like fish, stay the same whether singular or plural. The deer stands in the yard. The deer live at the zoo.
Paraphrase your own research using the Research: Paraphrasing and Quoting

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant

Monday 11/4 Reading

BELL RINGER

Write down vocabulary words on chart

WHOLE GROUP

Vocabulary Routine

Unit 2 Week 3 Unit 2 Week 3 Vocabulary Cards

Alcove Commerce

Domestic Exotic

Fluent Stifling

Upheaval Utmost

Teacher Model

iReady Lesson 17 Notes--Explaining Point of View in a Literary Text Part 1: Introduction
Point of View=perspective
Sometimes in a story it is the POV of the author, but often it’s the narrator or speaker.
At other times you might even experience the events through the eyes of one or more of the characters.

Guided Practice with Teacher

Part 2: “The Settlers”

Independent Practice

Part 3: “The Settlers” continued

OBJECTIVE

I can identify the narrator’s point of view in a story.
I can recognize how the description of events in a story or poem are influenced by the narrator or speaker.

Monday 11/4 Writing

BELL RINGER

WRITING PROMPT: "National Candy Day" prompt Nov. 4 Writing Prompt

WHOLE GROUP

Grammar: Unit 2 Week 3 Plural and Collective Nouns
Take notes over the following
To form the plural of a noun that ends in a vowel followed by o, add -s: radio radios.
To form the plural of a noun that ends in a consonant followed by o, add -s or -es: cello cellos; potato potatoes.
A collective noun names a group. It can be singular or plural. The band practices daily.

Teacher Mini Lesson on Paraphrasing
Wonders: Quoting and Paraphrasing
Walk through slide show Paraphrasing Slide with Examples
Take notes and work an example together
Guided Practice: with a partner Paraphrasing: "Now YOU Do it!"

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience

Thursday 10/31 Reading

BELL RINGER

DEAR

WHOLE GROUP

RI 6.1 Standards Mastery Assessment B
iReady when finished

OBJECTIVE

I can cite evidence, details, and examples to make inferences and to support inferences drawn from the text.

Thursday 10/31 Writing

BELL RINGER

PowerUP

WHOLE GROUP

NO GRAMMAR
Begin researching your topic

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant

Wednesday 10/30 Reading

BELL RINGER

iReady Reading

SMALL GROUP

Skill Group: Still needing extra help with inferencing and Cite Text Evidence----Walk through the Standards Mastery Assessment A (Pretest) with students--THINK ALOUD .
Have students self-assess by looking at how they performed on the two lessons from this week----Did you pass? How close were you to not passing? (67% is lowest passing percentage)
Rest of the students are on iReady working on their path

OBJECTIVE

I can cite evidence, details, and examples to make inferences and to support inferences drawn from the text.

Wednesday 10/30 Writing

BELL RINGER

PowerUP

WHOLE GROUP

NO GRAMMAR
Begin researching your topic
United States Landmark Travel Brochure Graphic Organizer

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant

Tuesday 10/29 Reading

BELL RINGER

iReady Reading

SMALL GROUPS

Green Group: Using Inferencing Task Cards
Blue Group: iReady Lesson: Making Inferences in Informational Texts with Teacher
Orange Group: iReady Lesson Assigned: Citing Evidence in Informational Texts and complete iReady note taking sheet

OBJECTIVE

I can cite evidence, details, and examples to make inferences and to support inferences drawn from the text

Tuesday 10/29 Writing

BELL RINGER

PowerUP

WHOLE GROUP

NO GRAMMAR
Pick questions for research
Complete the K and W part of the KWL chart KWL Chart

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant

Monday 10/28 Reading

BELL RINGER

iReady Reading

SMALL GROUPS

NO VOCABULARY
Walk through iReady lesson: Making Inferences in Informational Texts with Orange Group
Green Group --Watch video independently complete the iReady note taking sheet
Blue Group: iReady Citing Evidence in Informational Texts and complete the iReady note taking sheet

OBJECTIVE

I can cite evidence, details, and examples to make inferences and to support inferences drawn from the text.

Monday 10/28 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Introduce the United States Landmark Research project
United States Landmark Research Project
Choose Your Topic

OBJECTIVE

I can follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose and audience
I can develop informative/explanatory writing to examine a topic with relevant

Friday 10/25 Reading

BELL RINGER

Independently Read

WHOLE GROUP

Vocabulary Assessment: Unit 2 Week 2
iReady Lesson 3 Assessment: Cite Evidence to Make Inferences--”Looking for the Loch Ness Monster”

OBJECTIVE

I can cite evidence, details, and examples to make inferences and to support inferences drawn from the text.

Friday 10/25 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Grammar Assessment: Singular and Plural Nouns
Pass out candy for iReady Lessons passed for 10/14-10/25

SMALL GROUPS

Independently students will watch the Research video and take notes.
Video Note Taking Sheet
KWL Charts continued

OBJECTIVE

I can research a topic by determining what I know and still need to know.

Thursday 10/24 Reading

BELL RINGER

iReady Reading

SMALL GROUPS

Murder Mystery

OBJECTIVE

I can cite evidence, details, and examples to make inferences and to support inferences drawn from the text.

Thursday 10/24 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Grammar: Unit 2 Week 2: Mechanics and Usage
Using Commas in a Series and Punctuating Letter Parts
Take notes and practice the skill

SMALL GROUPS

Independently students will watch the Making a Plan video and take notes.
Video Note-Taking Sheet
Discuss with writing group what they learned and then share out as class
Independently, students will come up with 2 questions that they want to know about their topic
Complete the Unsolved Mystery KWL chart

OBJECTIVE

I can make a plan for researching by choosing relevant questions about the topic.

Wednesday 10/23 Reading

BELL RINGER

Independently Read

SMALL GROUPS

Group students based off of iReady
Teacher meet with low level learners on tools for instruction.
Students will complete teacher assigned lesson in iReady.
Middle level and On level learners: Mini lesson on tools for instruction.
Students will continue on their lesson pathway unless teacher identifies area of weakness.

OBJECTIVE

I can listen to an online lesson, read a passage, and answer questions.

Wednesday 10/23 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Develop a Topic pg T 94--Take notes over the following:
Explain that writers of clear, effective expository texts choose a topic and then explain or develop it with relevant details.
The details help readers understand key ideas more fully.
The details are interesting, give important information, and relate clearly to the topic. (relevant facts, definitions, concrete descriptions, examples, and quotations)
Use RWW Mini Lesson: Expert Model Interactive Lesson to model and discuss how to introduce a topic.
IP: Complete the Draft Model sheet pg 70
Answer questions and revise the draft independently
“Share the Pen” with tablemates--choose one person’s first sentence then collaborate together to create a better introduction ---Chart paper

OBJECTIVE

I can analyze models to understand how details develop a topic and develop a topic by writing about participating in the voting process.

Tuesday 10/22 Reading

BELL RINGER

iReady Reading

SMALL GROUPS

Teacher Center:GO OVER PART 3 USING Cite Textual Evidence: Cite 3 Examples chart

Independent Center: Part 4 “Tales of Chupacabras” (Turn into reading bucket for your hour)
Technology Center: SCREENCASTIFY IREADY INTERACTIVE TUTORIAL

OBJECTIVE

I can cite evidence, details, and examples to make inferences and to support inferences drawn from the text.

Tuesday 10/23 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Grammar: Unit 2 Week 2 Singular and Plural Nouns
Introduce Special Changes to Make Plurals
Take notes and practice skill

SMALL GROUPS

In Writing Group, narrow down their topics to one, after further research and discussion.

Complete the Brainstorming sheet for the topic chosen on an anchor chart as a group
Topic Brainstorming Sheet
Eliminate multiples

OBJECTIVE

I can choose a topic for an informational writing piece.

Monday 10/21 Reading

BELL RINGER

Write Vocabulary words down on sheet

WHOLE GROUP

Vocabulary Routine Unit 2 Week 2 Vocabulary Words

Speculation Aspiring

Foundation Preceded

Principal Promote

Restrict Withstood

Teacher Model

iReady Lesson 3: Cite Evidence to Support Inferences part 1

Take notes--writers don’t always tell you exactly what’s on their minds. Sometimes you have to make a reasonable guess about what the writer thinks. A reasonable guess, which is based on both evidence and your prior knowledge of a topic, is called an inference.

Use the Giant Squid article to complete what we know + what the text says = inference

By using text evidence and what you already know, you make and support inferences.

Guided Practice: Part 2: “ A Scientist’s Search for Bigfoot”

Complete the chart together as a class

Collaborative Practice: Part 3: “Search for Bigfoot” continued (Keep assignment)

OBJECTIVE

I can cite evidence, details, and examples to make inferences and to support inferences drawn from the text.

Monday 10/21 Writing

BELL RINGER

PowerUP

WHOLE GROUP

Grammar: Unit 2 Week 2 Singular and Plural Nouns
Introduce Singular and Plural Nouns pg T98
Take notes and practice skill
Library Research Presentation
Present: Informational Writing Piece
Display Unsolved Mystery Options
Unsolved Mystery Options
FIND VIDEOS FOR STUDENTS watch the videos and make a list of four topics that interest them

OBJECTIVE

I can identify and use research strategies.
I can distinguish singular and plural nouns.

October 14-17

Thursday 10/17 Reading

BELL RINGER

Independently Read

WHOLE GROUP

iReady Lesson 11 Analyzing Text Structures Assessment; “Dead Sea Scrolls”

OBJECTIVE

I can analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the text’s central idea.

Thursday 10/17 Writing

BELL RINGER

No Red Ink: Wonders Unit 2 Practice

WHOLE GROUP

NO GRAMMAR THIS WEEK
Continue with the City Council Activity
Students will create questions for the council based off the bias argument created.
They will use the sticky side of the post-it so others can not see/copy questions.
Discuss as a class the questions presented.

OBJECTIVE

I can ask questions from other perspectives.

Wednesday 10/16 Reading

Library Day (Last 20 min)

BELL RINGER

Independently Read

WHOLE GROUP

iReady L11 Part 4 “Secrets in the Stones”
Go over as a class
Students will complete an iReady lesson and note sheet when they are finished
Teacher will help students struggling with lessons

OBJECTIVE

I can analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the text’s central idea.

Wednesday 10/16

BELL RINGER

No Red Ink: Wonders Unit 2 Practice

WHOLE GROUP

NO GRAMMAR THIS WEEK
City Council Activity
Teacher and class will form bias argument for one character on chart paper
Students will create a bias argument for one of the other characters as a table on chart paper. ---post chart paper around the room
Discuss the bias arguments as a class. Take down any unbiased charts and fix them.

OBJECTIVE

I can write a biased argument.

Tuesday 10/15 Reading

BELL RINGER

Independently Read

SMALL GROUPS

Informational Text Structures: Fortnite Escape Room
Fortnite Escape Room Code Form

OBJECTIVE

I can identify text structures in an informational text.

Tuesday 10/15 Writing

BELL RINGER

No Red Ink: Wonders Unit 2 Practice

WHOLE GROUP

NO GRAMMAR THIS WEEK
Biased vs. balanced Powerpoint
https://drive.google.com/file/d/1kgZ30gaOFsL-S3gLXG2em0s-PfDGGirT/view
Take notes Biased v. Balanced Note-taking sheet
Teacher and class will create both biased and balanced paragraphs on “Schools Banning Chocolate”
No student work

SMALL GROUP

Article Comparison about “Landfill”
Place articles around the room and students will walk around reading them and then completing the “Identifying Bias” sheet

OBJECTIVE

I can identify different perspectives in articles.

Monday 10/14 Reading

BELL RINGER

Independently Read

WHOLE GROUP

NO VOCABULARY THIS WEEK

Teacher Model

Take notes using the Text Structure Chart ---Hand out Text Structure chart
iReady Lesson 11 Analyzing Text Structures Part 1: Work the jig-saw puzzle together

Guided Practice

iReady L11 Part 2: from”Terra-Cotta Army Protects First Emperor’s Tomb”

Independent Practice

iReady L11 Part 3: “from”Terra-Cotta Army Protects First Emperor’s Tomb” continued

OBJECTIVE

I can identify the text structure of an article.

Monday 10/14 Writing

BELL RINGER

No Red Ink: Wonders Unit 2 Practice

SMALL GROUPS

NO GRAMMAR THIS WEEK

STATION 1: BIAS DETECTIVE SORT

STATION 2: TEXT FEATURE SCAVENGER HUNT WITH ST. JOE NEWSPRESS PAPERS

STATION 3: SCHOLASTIC NEWS ARTICLES FACTS VS. OPINIONS

OBJECTIVE

I can identify whether an article is written with a bias or based on facts.

I can determine how text features help the author convey information.

October 6-10

Monday-Friday Reading

Forming inferences using videos, audio text, physical text and supporting those inferences with specific details. Students will understand the difference between strong and weak details and why they are helpful.

Monday-Friday Writing

Students will continue to practice grammar skills on No Red Ink. Students will complete their narrative after focusing on a strong conclusion. Students will then work collaboratively to identify parts of plot within a narrative text as well as work with challenging vocabulary to reach a common goal.

Learning Targets for the Week!

Reading:

I can form inferences by using clues from the visual aid and background knowledge.
I can identify and use strong textual evidence to support an inference.
I can use details and examples from a text along with personal knowledge when explaining inferences drawn from the text.
I can identify parts of plot in a narrative text.

Writing:

I can write a narrative with a strong conclusion.
I can distinguish common and proper nouns.
I can revise and edit a narrative piece.
I can identify concrete and abstract nouns.

September 3-6

Weekly Comprehension Skill: Character, Setting, Plot, Sequencing

---Sequence-the order of events that happen in a story--usually time order.

---The plot events often begin by introducing a problem or situation that the characters face. The sequence of events shows what the characters do to address or solve the problem.

Weekly Writing: Personal Narrative

Weekly Grammar: Subjects and Predicates

Learning Targets for the week!

Reading:

I can determine how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

I can recognize how a story’s plot builds to a climax and evaluate the story’s resolution.

I can identify and analyze the elements for a story’s or drama’s plot structure.

Writing:

I can identify features of a personal narrative.

I can identify simple and complete subjects.

I can identify complete and simple predicates.

I can choose a topic for a writing piece and begin organizing the events of the plot.

I can proofread sentences and correct them.

I can organize the events of plot and incorporate description using the five senses.

Check out Daily Agendas to the left!

AUgust 23

Reading

Bell: DEAR

Today's Task: Assessment on Character Setting and Plot

I can analyze the impact of specific word choice on visualization for character, setting, plot.

I can identify character, setting and plot.

Writing

Bell: DEAR

I can use visualization to write about a personal experience or place.

I can write complete sentences.

August 22

Reading

Bell Ringer: DEAR

I can expand vocabulary by adding inflectional endings.

I can analyze the impact of specific word choice on visualization for character, setting, plot.

I can identify character, setting and plot.

Writing

Bell Ringer: DEAR

I can use visualization to write about a personal experience or place.

Memory Outline/Organizer

August 21

Reading ~ Library

I can expand vocabulary by adding inflectional endings.

I can analyze the impact of specific word choice on visualization for character, setting, plot.

I can identify character, setting and plot.

Writing

Bell Ringer: DEAR

I can use visualization to write about a personal experience or place.

August 20

Reading

I can expand vocabulary by adding inflectional endings.

I can analyze the impact of specific word choice on visualization for character, setting, plot.

I can identify character, setting and plot.

Writing

I can use visualization to write about a personal experience or place.

I can identify sentence types and capitalize and punctuate sentences correctly.

I can spell grade level words with short vowels correctly.

August 19

Reading

Bell Ringer: Quick Write- Using 3 sentences, define character, setting, and plot.

Today's Task:

I can expand vocabulary by adding inflectional endings.

I can analyze the impact of specific word choice on visualization for character, setting, plot.

I can identify character, setting and plot.

Writing

Bell Ringer: Record your goals for reading and writing for this school year.

Today's Task:

I can identify sentence types and capitalize and punctuate sentences correctly.

I can spell grade level words with short vowels correctly.

I can use visualization to write about a personal experience or place.

August 16

Reading

Bell ringer: Complete Reading Interest Survey

Today's task: The Cricket and the Jaguar.

Writing

Bell ringer: Quick Write: Today is day 2 of middle school. How is it going? What is something I should know about you that will help you become successful? (5 sentences at least!)

Today's Task: Verbs, Nouns, Adjectives- I was Raised by_______ Poem

NOTES

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