Embedded Files
Module 1 Unit 3
Module 1 Unit 3
Week 10: October 1-4
Monday: No School! Teacher Workday
Tuesday: Students began planning their Two Voice Poem of Salva and Nya. Students are working with one partner and attempting to take on the perspective of either Nya or Salva and juxtaposing the two characters.
HW: None!
Wednesday: Students continued planning and writing their Two Voice Poem. Students choose groups for their Peer Critique tomorrow.
HW: Practice your part of the Two Voice Poem to be ready for the Peer Critique tomorrow!
Thursday: Students shared their Two Voice Poem with their Peer Critique group. Students used their peers suggestions to revise their poem and create the final draft before practicing and recording their poem to Flipgrid if time allows.
HW: : All students should have uploaded their poem to Flipgrid. Bring your Independent Reading Novel for class tomorrow!
Friday: Students completed a "Goose Chase" to introduce our next Module. Students had the last couple of minutes of class to read their Independent Reading novel.
HW: Read your Independent Reading novel! We will start Module 2 next week!
Module 1 Unit 2
Module 1 Unit 2
Week 9: September 9/23-9/27
Monday: As a class we went over how to craft the introduction paragraph for the Survival Essay. Students planned then typed their intros. If needed, students finished typing their body paragraphs from Friday. Students will have RIDGE Time Monday, Tuesday, and Wednesday to work on their essay and to conference with Ms. Childress.
HW: Finish the Introduction paragraph and self-edit your body paragraphs.
Tuesday: Students planned and wrote their Conclusion paragraphs for their Survival Essay. Students will have RIDGE Time Monday, Tuesday, and Wednesday to work on their essay and to conference with Ms. Childress.
HW: Finish your Survival Essay! Due tomorrow to Google Classroom #7 by 11:59PM.
Wednesday: Students went to the Media Center to circulate, return old books, and view the Banned Books for Banned Book Week. Students then had time to finish their Survival Essay, self and peer edit, or if they were finished with the essay they started the Water Scarcity One-Pager.
HW: Water Scarcity One-Pager will be DUE on Friday at the start of class. Friday is also the deadline to turn in anything from Quarter 1!
Thursday: Students researched Water Scarcity and created the Water Scarcity One-Pager.
HW: Finish your One-Pager, this is due at the start of class tomorrow. Tomorrow is the LAST day to turn in anything from Quarter 1!
Friday: Students learned about juxtaposition. With a partner, students determined what the juxtaposition was for multiple examples in Google Classroom. Students began a brainstorm on how A Long Walk to Water author Linda Sue Park juxtaposes the main characters, Salva and Nya.
HW: None! Enjoy your three day weekend (:
Week 8: September 9/16-9/20
Monday: Students worked on the ALWTW Three Panel Comic to describe a time that Salva demonstrated persistence. On the back, students completed a written response.
HW: Three Panel Comics are due on WEDNESDAY, at the start of class.
Tuesday: Students reviewed the expectations for Three Panel Comic. Students brainstormed the character traits of survival and viewed a TedTalk from Salva Dut in which he describes the characteristics that got him through. Students began brainstorming what characteristics of Salva that they should use for their Essay.
HW: Finish the Three Panel Comic!
Wednesday: Students completed their Characteristics of Salva Web and reviewed the Rubric for the Essay to discuss what a good essay looks like and what strong evidence means. Students began the Essay Planner for their Body Paragraphs.
HW: Complete the Essay Planner for the Body Paragraph #1.
Thursday: Students continued their work on their Essay Planner, focusing on gathering their evidence for Body Paragraph #2.
HW: Complete the Essay Planner for the Body Paragraph #2. Be ready to start typing your Body Paragraphs tomorrow in class!
Friday: Students were introduced to the Essay formatting and expectations. Students then completed the planning for the two Body Paragraphs and began typing their two Body Paragraphs.
HW: Come to class on Monday with your two Body Paragraphs TYPED in your Google Doc.
Week 7: September 9-13
Monday: Students continued their work on their Life Graph for Salva, one of our main characters in A Long Walk to Water. Students tracked the key events for Salva from Chapters 10 & 11 with their table groups. With any time remaining students began reading and doing their CAR Notes for Chapter 12.
HW: Read Ch. 12 & 13 and complete the CAR Notes on pg. 40-41 in the workbook.
Tuesday: As a class we read Chapter 14 together before students graphed the predetermined key events from Chapters 12, 13, and 14. Students worked with their table group to determine the value of each of these six events and how these events shaped Salva's character.
HW: Read Ch. 15 & 16 and complete the CAR Notes for both chapters on pg. 40-41 in workbook.
Wednesday: Students completed the Life Graph for Salva on Chapters 15 & 16 based on last night's reading.
HW: Read Ch. 17 & 18 and complete your final CAR Notes on pg. 40-41 in the workbook.
Thursday: As a class, students discussed the end of A Long Walk to Water and completed the final two chapters on their Life Graph. With time remaining students finished any missing portions of the Life Graph.
HW: Finalize your Life Graph to turn in tomorrow! Bring your Independent Reading novel tomorrow.
Friday: All Life Graphs are DUE today! Students finished up their Life Graphs, completed the Life Graph Reflection, and began working on the A Long Walk to Water Concept Map activity in class. Independent Reading time for the end of class!
HW: Life Graph Reflection is DUE at the start of class on Monday.
Week 6: September 3-6
Monday: No School! Enjoy your Labor Day Weekend. All students should read Chapter 7 of "A Long Walk to Water" for Tuesday's class.
Tuesday: Student were introduced to their new Reader's Notes format, CAR Notes. Students will describe challenges the characters face, and then describe their actions & responses. As a class we began our Life Graph for Salva.
HW: Read Chapters 7-9 and complete the CAR Notes for each chapter.
Wednesday: Students continued their progress on the Life Graphs as a table group. We finished charting and plotting Chapter 7 and students moved on to graph Chapters 8 & 9.
HW: Read Chapters 10-11 and complete the CAR Notes for both chapters. Finish the Life Graph for Chapters 7-9 if you did not finish in class. Please make sure Life Graph comes to school tomorrow!
Thursday: Students completed the "Take a Stand" Activity before working on their Life Graph for Chapters 10 & 11. If time remaining, students began reading Chapter 12 individually.
HW: Read Chapter 12-13 and complete the CAR Notes for both chapters. Bring Independent Reading novel to class tomorrow.
Friday: Students completed their Life Graph for Chapters 12 & 13 with their table group. Students then read Chapter 14 individually and began their Life Graph for the chapter.
HW: Finish Chapter 14 CAR Notes and fill out the Life Graph for Chapter 14 if you did not finish in class.
Module 1 Unit 1
Module 1 Unit 1
Week 5: August 26-30
Monday: Students went to the library for circulation time to return old library books and to check-out new ones. All Warriors should still be completing their 1-hour of Independent Reading with their new books! Students then worked on #4 Gathering Evidence: Excerpt 1 in Google Classroom.
HW: Read the NewsELA Article and complete the Reading Quiz for tomorrow! Finish #4 Gathering Evidence: Excerpt 1 and turn in on Google Classroom if not done in class. Lessons 4-8 Vocabulary is DUE on Wednesday on Google Classroom!
Tuesday: Students discussed the NewsELA Article and reviewed the Reading Quiz. Students then worked on completing #5 Gathering Evidence: Excerpt 2 in Google Classroom. Students completed the 3-2-1 Protocol on a new non-fiction article, "Loss of Culturally Vital Cattle." Students need to make sure they bring this back for tomorrow's lesson.
HW: Lessons 4-8 Vocabulary is DUE on Wednesday on Google Classroom! Make sure you turned in #5 Gathering Evidence: Excerpt 2 on Google Classroom.
Wednesday: Students close read the "Loss of Culturally Vital Cattle" article from yesterday. For close reading, students highlighted the essential details concerning war and cattle. Students then completed the graphic organizer to prepare them for tomorrow's Unit 1 Assessment. Lessons 4-8 Vocabulary is due by today on Google Classroom.
HW: Review the articles on page 23 & 33 to be ready for tomorrow's Unit 1 Assessment. Bring your Independent Reading novel for class tomorrow :)
Thursday: End of Unit 1 Assessment! I will be doing Independent Reading check-ins to make sure students are making good progress on their Independent Reading novel.
HW: Independent Reading - make sure you are reaching our goal of 1 hour each week.
Friday: Today students began our Module 1, Unit 2 Launch: Desert Survival Lesson!
HW: Read Chapter 7 of A Long Walk to Water. Have a great weekend!
Week 4: August 19-23
Monday: As a class, we reviewed what students did well on and need to improve from their Mid-Unit Assessment that they took the day we tracked out. Students are able to complete re-dos during RIDGE Time only on Tuesday or Wednesday.
HW: None!
Tuesday: Students completed some reflective writing on their progress towards their Learning Targets for Unit 1. Students wrote about their own identity and what influences them the most (culture, time, or place). As a class, we began reading Chapter 6 of A Long Walk to Water.
HW: Finish reading Chapter 6 of A Long Walk to Water and complete their Reader's Notes for the chapter (either in their workbook OR as sticky notes throughout the chapter).
Wednesday: Students completed a Document Based Question assignment in Google Classroom to build their knowledge of the reason for conflict in Sudan.
HW: Lessons 4-8 Vocabulary on Google Classroom is due Monday, August 26th.
Thursday: As a class, we viewed a video that detailed the fighting between the Dinka and Nuer peoples, and the conflict between North and South Sudan. Students read an article on how the tribes of South Sudan are confronting modern warfare and answered some text-dependent questions on Google Classroom about the non-fiction text.
HW: Lessons 4-8 Vocabulary on Google Classroom is due Monday, August 26th.
Friday: Students practiced gathering evidence from the non-fiction text "Sudanese Tribes confront Modern War" in Google Classroom, from Excerpt 1 only.
HW: Lessons 4-8 Vocabulary on Google Classroom is due Monday, August 26th.
Week 3: July 22-26
Monday: As a class we reviewed Chapter 3 and students complied their Reader's Notes for the chapter. Students recorded examples of the formation of identity for each of our main characters, Nya and Salva.
HW: None.
Tuesday: Media Center Orientation
HW: None!
Wednesday: Students received their Independent Reading overview, Warriors need to choose what novel they will bring by Friday, July 26th. We then read an article, "Time Trip: Sudan's Civil War" and worked on background knowledge of Sudan in connection to A Long Walk to Water. Students completed an exit ticket connecting "Time Trip" to Salva's journey.
HW: Read Chapter 4 of ALWTW and complete the Reader's Notes. Choose your Independent Reading novel and bring to class on Friday if able!
Thursday: Students shared their Reader's Notes from Chapter 4 and worked on gathering evidence and citing the text for a specific branch of identity (either culture, time or place) before gallery walking to see other group's responses. Students completed today's exit ticket here.
HW: Read Chapter 5 of ALWTW and complete the Reader's Notes. Choose your Independent Reading novel and bring to class on Friday if able! Be ready for tomorrow's Mid-Unit Assessment by close reading Chapter 5.
Friday: Students shared their Reader's Notes from Chapter 5 with their table group. As a class we did a "Back to Back, Face to Face" protocol to discuss what we have read so far and what we know about our two main characters. Students then took the Mid-Unit Assessment. Students had time to begin their Independent Reading novel if they brought it with them.
HW: None! See you August 19th!
Week 2: July 15-19
Monday: Students reviewed their class goals for the week, and worked on a "Letter to My Teacher". Students received a Parent Letter in Language Arts concerning the two novels that we will be reading. Please review, sign, and return by Friday, 7/19.
Tuesday: Today we launched the text by reviewing the Map and reading Chapter 1 of A Long Walk to Water.
Wednesday: Today students practiced "getting the Gist" for Chapter 1 of A Long Walk to Water. Students continued their Reading Notes and completed an Exit ticket. Lessons 1-3 Vocab was assigned and can be completed via Google Classroom.
HW:
Read Ch. 2 of A Long Walk to Water and complete the Reader's Notes for Columns 2 + 4.
Get "Emotional/Violent Text" Parent Letter signed in student workbooks.
Close Read Ch. 1 and add to your Reader's Notes in Columns 3 + 5.
Lessons 1-3 Vocabulary on Google Classroom due Monday, 7/22.
Thursday: Students shared their Reader's Notes from last night on Ch. 2. Students updated their Reader's Notes based on the contributions of their discussions with classmates. Students verbally compared and contrasted our two main characters of ALWTW, Nya and Salva with a partner. Students completed an exit ticket to check for comprehension on how the author has created the two distinct perspectives.
HW:
Lessons 1-3 Vocabulary on Google Classroom due Monday, 7/22.
Friday: Today students updated their note-taking practice for their Reader's Notes, and practiced citing evidence from the text in answering questions in their workbook. As a class we discussed what develops a person's identity to help guide students as they gathered evidence from the text and made inferences.
HW:
Read Ch. 3 and complete the Reader's Notes using the new technique.
Lessons 1-3 Vocabulary on Google Classroom due Monday, 7/22.
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