2017-2018 Plans

Week of 6/4-6/8

Monday, 6/4

Makeup testing

Tuesday, 6/5

Makeup testing

Wednesday, 6/6

Makeup testing/EOG celebration

Thursday, 6/7

Makeup testing

Friday, 6/8 - Last day of school!

6th grade awards ceremony at 8:30am

Week of 5/28-6/1

Monday, 5/28 - Holiday

No school

Tuesday, 5/29

Reading EOG test

Wednesday, 5/30

Math EOG test

Thursday, 5/31

Science NCFE test

Friday, 6/1

Social Studies NCFE test

Week of 5/21-5/25

Monday, 5/21

• EOG Prep: Day 10: RI.6.6: Determining Point of View (No makeup work necessary)

HW:

1. Read your 40 Book Challenge book and update your 40 Book Challenge reading log.
2. Make sure your 40 Book Challenge reading log is ready to turn in on 5/25!

Tuesday, 5/22

• EOG Prep: Day 11: RL.6.4: Analyzing Word Choice (No makeup work necessary)

HW:

1. Read your 40 Book Challenge book and update your 40 Book Challenge reading log.
2. Make sure your 40 Book Challenge reading log is ready to turn in on 5/25!

Wednesday, 5/23

• EOG Prep: Day 12: RL.6.5: Analyzing the Structure of a Poem (No makeup work necessary)

HW:

1. Read your 40 Book Challenge book and update your 40 Book Challenge reading log.
2. Make sure your 40 Book Challenge reading log is ready to turn in on 5/25!

Thursday, 5/24

• EOG Prep: Day 13: RL.6.5: Analyzing the Structure of Stories (No makeup work necessary)

HW:

1. Read your 40 Book Challenge book and update your 40 Book Challenge reading log.
2. Make sure your 40 Book Challenge reading log is ready to turn in on 5/25!

Friday, 5/25 - 40 Book Challenge reading logs are due today!

• EOG Prep: Day 14: RI.6.8: Evaluating an Argument (No makeup work necessary)

HW: Get lots of rest this long weekend so we can rock the Reading EOG on Tuesday!

Week of 5/14-5/18

Monday, 5/14

• Turn in Frightful's Mountain books (Absent students should have their books ready to turn in on the day they return to school)
• Frightful's Mountain test (Absent students should see Mrs. Parker during Homeroom on the day they return to school to make up this test)

HW:

1. Read your 40 Book Challenge book and update your 40 Book Challenge reading log.
2. Return signed Q4 interim by 5/17.

Tuesday, 5/15

• EOG Prep: Day 7: RL.6.2: Determining Theme (No makeup work necessary)

HW:

1. Read your 40 Book Challenge book and update your 40 Book Challenge reading log.
2. Return signed Q4 interim by 5/17.

Wednesday, 5/16 - Teacher Workday

No school

HW:

1. Read your 40 Book Challenge book and update your 40 Book Challenge reading log.
2. Return signed Q4 interim by 5/17.

Thursday, 5/17 - Signed Q4 interims due today

• EOG Prep: Day 8: RI.6.4 & RL.6.4: Determining Word Meanings: Figurative, Connotative, & Technical (No makeup work necessary)

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log.

Friday, 5/18

• EOG Prep: Day 9: RI.6.5: Analyzing Text Structures (No makeup work necessary)

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log (due next Friday!).

Week of 5/7-5/11

Monday, 5/7

Library circulation

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log.

Tuesday, 5/8

• Share last night's homework (workbook page 95) with your triad (absent students are exempt from this step).
• EOG Prep: Day 4: RI.6.3: Analyzing Key Ideas in a Text (No makeup work necessary)

HW:

1. Read Frightful's Mountain chapter 17 (pages 211-226) and complete page 96 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 17 may be used in addition to (but not instead of) reading.
2. Study End-of-Novel Assessment Vocab (or study online) for the end-of-novel assessment.

Wednesday, 5/9

• Share last night's homework (workbook page 96) with your triad (absent students are exempt from this step).
• Tear out and turn in workbook page 95/96 (absent students should do this on the day they return to class).
• EOG Prep: Day 5: RL.6.3: Describing Plot (No makeup work necessary)

HW:

1. Read Frightful's Mountain chapter 18 (pages 226-245) and complete page 101 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 18 may be used in addition to (but not instead of) reading.
2. Study End-of-Novel Assessment Vocab (or study online) for the end-of-novel assessment.

Thursday, 5/10

• Share last night's homework (workbook page 101) with your triad (absent students are exempt from this step).
• Tear out and turn in workbook page 101 (absent students should do this on the day they return to class).
• EOG Prep: Day 6: RL.6.3: Analyzing Character Development (No makeup work necessary)
• Receive Frightful's Mountain Study Guide for Monday's Frightful's Mountain test.

HW:

1. Read Frightful's Mountain chapter 19 (pages 245-255) and complete page 104 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 19 may be used in addition to (but not instead of) reading.
2. Study End-of-Novel Assessment Vocab (or study online) for the end-of-novel assessment.

Friday, 5/11

• Share last night's homework (workbook page 104) with your triad (absent students are exempt from this step).
• Tear out and turn in workbook page 104 (absent students should do this on the day they return to class).
• Review Day for Monday's Frightful's Mountain test.

HW:

1. Study for your Frightful's Mountain test on Monday using Frightful's Mountain Study Guide (your responsibility to fill in).
2. Study End-of-Novel Assessment Vocab (or study online) for the end-of-novel test on Monday.

Week of 4/30-5/4

Monday, 4/30

EL Module 4: Unit 1: Lesson 12

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Interpret information from cascading consequences about the use of DDT.
  • Integrate information from cascading consequences to grow my understanding of DDT.
  • Describe the expectations for a Fishbowl discussion.
• Share last night's homework (workbook page 49) with your triad (absent students are exempt from this step).
• Use your work with the charts, graphs, and maps (on pages 40-48) from Friday and update your Cascading Consequences charts on workbook pages 31-32.
  • Resources for finishing Cascading Consequences charts, if necessary:
    • "The Exterminator" article
    • "John Stossel - DDT" video transcript
    • "Welcome Back" article
    • "Rachel Carson: Sounding the Alarm on Pollution" article: workbook page 68
    • "Biomagnification and the Infamous DDT" video transcript
    • Various charts, graphs, and maps: workbook pages 40-48
• Watch this video and fill out the Fishbowl Note-catcher on workbook page 52. This will help prepare you for the expectations of tomorrow's fishbowl discussion.

HW:

1. Read Frightful's Mountain chapter 12 (pages 136-151). Audio for chapter 12 may be used in addition to (but not instead of) reading.
2. Study Module 4: End-of-Unit Vocab List (or study online) for the end-of-unit assessment tomorrow.
3. Prepare for tomorrow's fishbowl discussion by making sure your Cascading Consequences charts (workbook pages 31-32) are thoroughly complete and reviewing the Fishbowl Discussion Stems Cheat-Sheet.

Tuesday, 5/1

EL Module 4: Unit 1: Lesson 13

• Review these pre-printed learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Interpret information about DDT presented by my peers orally and visually.
  • Explain how new information contributes to my understanding of DDT.
  • Use my knowledge of DDT to advocate persuasively for one side or another.
• Turn in M4 U1 Learning Target Tracker (absent students should do this on the day they return to class).
• Take end-of-unit vocab test (absent students should see Mrs. Parker during Homeroom on the day they return to school to make up this test).
• Participate in a Fishbowl Discussion (absent students will need to schedule a makeup discussion time with Mrs. Parker during Homeroom on the day they return to school).
• Tear out and turn in your DDT Cascading Consequences charts (workbook pages 31-32) (absent students should do this on the day they return to class).

HW: Read Frightful's Mountain chapter 13 (pages 151-160) and complete page 85 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 13 may be used in addition to (but not instead of) reading.

Wednesday, 5/2

• Share last night's homework (workbook page 85) with your triad (absent students are exempt from this step).
• Receive new End-of-Novel Assessment Vocab
• EOG Prep: Day 1: RI.6.2: Determining Central Idea & Details (No makeup work necessary)

HW:

1. Read Frightful's Mountain chapter 14 (pages 160-172) and complete page 88 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 14 may be used in addition to (but not instead of) reading.
2. Study End-of-Novel Assessment Vocab (or study online) for the end-of-novel assessment.

Thursday, 5/3

• Share last night's homework (workbook page 88) with your triad (absent students are exempt from this step).
• EOG Prep: Day 2: RI.6.2: Summarizing Informational Texts (No makeup work necessary)

HW:

1. Read Frightful's Mountain chapter 15 (pages 172-195) and complete page 89 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 15 may be used in addition to (but not instead of) reading.
2. Study End-of-Novel Assessment Vocab (or study online) for the end-of-novel assessment.

Friday, 5/4

• Share last night's homework (workbook page 89) with your triad (absent students are exempt from this step).
• EOG Prep: Day 3: RI.6.1: Citing Evidence to Make Inferences (No makeup work necessary)

HW:

1. Read Frightful's Mountain chapter 16 (pages 195-211) and complete page 95 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 16 may be used in addition to (but not instead of) reading.
2. Study End-of-Novel Assessment Vocab (or study online) for the end-of-novel assessment.

Week of 4/23-4/27

Monday, 4/23 *Due to an interruption to the bus schedule, 1st period will be reversing the agenda for Monday and Tuesday of this week.

EL Module 4: Unit 1: Lesson 9*

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Create a Cascading Consequence chart about Sam and Frightful’s interaction.
  • Describe the expectations for participating in a Fishbowl discussion group.
  • Use my Cascading Consequence chart for Frightful’s Mountain to clarify the ideas I am presenting.
• Share last night's homework (workbook page 24) with your triad (absent students are exempt from this step).
• Tear out and turn in workbook page 24 (absent students should do this on the day they return to class).
• In chapters 1-8, to of the main characters struggle with decisions. One character, Frightful, is torn between staying with Sam or migrating with other peregrine falcons. Another character, Sam, is town between interacting with Frightful and building their bond or letting Frightful live free like other peregrines.
  • Each of the decisions would lead to consequences, which would lead to other consequences, and so-on, like a domino or butterfly effect. We will refer to that phenomenon as "Cascading Consequences."
  • With that in mind, build two Cascading Consequences Charts on page 25 (consequences of Sam interacting with Frightful) and 26 (consequences of Sam not interacting with Frightful) in your workbook. Click here to see a sample Cascading Consequences from a different topic.
• As the culmination of our unit, we will be taking part in a "fishbowl" discussion on the pros and cons of DDT use. Look over the Fishbowl Assessment on workbook page 27 and the Partner Scoring Log on page 28, knowing that eventually these will be the ways you will be assessed.

HW:

1. Read Frightful's Mountain chapter 9 (pages 92-112) and complete page 30 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 9 may be used in addition to (but not instead of) reading. (Due Thursday)*
2. Study Module 4: End-of-Unit Vocab List (or study online) for the end-of-unit assessment.

Tuesday, 4/24 **Due to an interruption to the bus schedule, 1st period will be reversing the agenda for Monday and Tuesday of this week.

Library circulation**

HW:

1. Read your 40 Book Challenge novel and update your 40 Book Challenge reading log.**
2. Study Module 4: End-of-Unit Vocab List (or study online) for the end-of-unit assessment.

Wednesday, 4/25

1st period: 3rd quarter Academic Incentives Celebration

Periods 2, 3, & 6: Enrichment activities to prepare for Poem in Your Pocket Day tomorrow (no makeup work necessary)

7th period: Pep rally

HW:

1. Read your 40 Book Challenge novel and update your 40 Book Challenge reading log.
2. Study Module 4: End-of-Unit Vocab List (or study online) for the end-of-unit assessment.

Thursday, 4/26

EL Module 4: Unit 1: Lesson 10

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Use multiple resources to create a Cascading Consequences chart about the use of DDT.
  • Practice the skills and expectations for a Fishbowl discussion.
• Share homework answers (workbook page 30) with your triad (absent students are exempt from this step).
  • Consider this question: Where might the location of Frightful's aerie fit on your Cascading Consequences Chart from Monday?
• Tear out and turn in workbook page 30 (absent students should do this on the day they return to class).
• Use the two sources listed at the top of workbook page 31 (Welcome Back and Biomagnification and the Infamous DDT) to complete the Cascading Consequences Chart about the harmful consequences of DDT.
• Use the two sources listed at the top of workbook page 32 (The Exterminator and John Stossel - DDT) to complete the Cascading Consequences Chart about the helpful consequences of DDT.
• Receive Fishbowl Discussion Stems Cheat-Sheet
• Use the discussion stems as a jumping-off point to participate in a practice fishbowl discussion based on your Cascading Consequences charts. Give a partner feedback using the criteria on workbook page 33. (Absent students will miss out on this practice.)

HW:

1. Read Frightful's Mountain chapter 10 (pages 112-123) and complete page 35 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 10 may be used in addition to (but not instead of) reading.
2. Study Module 4: End-of-Unit Vocab List (or study online) for the end-of-unit assessment.

Friday, 4/27

EL Module 4: Unit 1: Lesson 11

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Interpret information in charts and graphs about DDT.
  • Integrate information from charts and graphs to grow my understanding of DDT.
  • Share information I learned from charts and graphs in a small group discussion.
• Share last night's homework (workbook page 35) with your triad (absent students are exempt from this step).
• Tear out and turn in workbook page 35 (absent students should do this on the day they return to class).
• View the chart on workbook page 40 and then look at this model of how to fill in Interpreting Charts and Graphs graphic organizers. Copy the information you see in the model onto workbook page 37.
• Choose 2 of the other graphs/charts from pages 41-48 and use them to complete the other Interpreting Charts and Graphs graphic organizers on workbook pages 38-39.

HW:

1. Read Frightful's Mountain chapter 11 (pages 123-136) and complete page 49 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 11 may be used in addition to (but not instead of) reading.
2. Study Module 4: End-of-Unit Vocab List (or study online) for the end-of-unit assessment.
3. Place Scholastic orders online before you go to bed tonight using class code PDDTZ!

Week of 4/16-4/20

Monday, 4/16

EL Module 4: Unit 1: Lesson 4

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Get the gist of the informational article “The Exterminator.”
  • Collect scientific vocabulary by reading “The Exterminator.”
• Share last night's homework (workbook page 9) with your triad (absent students are exempt from this step).
• Read "The Exterminator" on workbook pages 10-13 twice, the first time for gist, and the second time circling/highlighting scientific words as you reread. Skip the gray sidebars for now.
  • Take the words you circled/highlighted and sort them into three categories of your choosing.
  • Choose your favorite scientific term to write on a post-it note and add to our Scientific Word Wall (absent students are exempt from this step, but may add their word when they return).
• Receive and begin studying Module 4: Mid-Unit Vocab List, which will be a component of the upcoming Mid-Unit Assessment.

HW:

1. Read Frightful's Mountain chapter 5 (pages 50-62) and complete page 14 in your EL Module 4 Student Workbook. Find 2 words from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 5 may be used in addition to (but not instead of) reading.
2. Study Module 4: Mid-Unit Vocab List (or study online) for Friday's assessment.

Tuesday, 4/17

EL Module 4: Unit 1: Lesson 5

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Get the gist of an excerpt from “The Exterminator.”
  • Identify the argument, claims, and evidence in an excerpt from “The Exterminator.”
• Complete workbook page 17, "Exit Ticket: Argument, Claims, and Evidence":
  • Argument: A statement in favor of something (author takes a pro/con or helpful/harmful position).
  • Claim: A statement that something is true or factual (more specific than argument - often implies cause and effect relationship between topics).
  • Evidence: Information that helps prove a claim (drawn directly from a research source to help show that a claim is true; it takes 2+ pieces of strong, relevant evidence to sufficiently support a claim).
• Reread the section of "The Exterminator" called "Double Whammy" on workbook pages 11-12.
• Use "Double Whammy" by Kirsten Weir (workbook pages 11-12) to complete the "Tracing an Argument" graphic organizers on workbook page 15.
  • As a model from the paragraph above "Double Whammy," fill in this information in the first Author's Claim row:
    • Author's Claim: "The use of DDT was harmful for wildlife."
    • Evidence to Support Claim: "...sending bird populations into a nosedive."
    • Is claim supported by sufficient evidence?: Circle "No" and write "Only one example."
  • Complete the second Author's Claim row using the first paragraph from "Double Whammy" (bottom of workbook page 11) and the third row using the second paragraph (top of page 12).
• Analyze the two claims in the second and third rows on page 15 to come up with the overall argument of the section: something like, "DDT is extremely helpful as an insecticide." Write the argument in the top box on workbook page 16.
  • In the bottom box on page 16, decide whether the evidence to support the claims that led to the argument are sufficient (include 2+ details each). Since they do, write in that box, "Yes, because the author uses multiple details per claim that provide a variety of support."

HW:

1. Read Frightful's Mountain chapter 6 (pages 62-69) and complete page 18 in your EL Module 4 Student Workbook. Find 2 words from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 6 may be used in addition to (but not instead of) reading.
2. Study Module 4: Mid-Unit Vocab List (or study online) for Friday's assessment.

Wednesday, 4/18

EL Module 4: Unit 1: Lesson 6

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Identify the argument and specific claims in “The Exterminator.”
  • Evaluate the evidence used to support the argument and claims in “The Exterminator.”
• Share last night's homework (workbook page 18) with your triad (absent students are exempt from this step).
• Read the two sidebars (gray background) entitled "Seriously Sick" and "Killer Genes" on workbook pages 11 and 12 twice, the first time for gist, and the second time circling/highlighting scientific words as you reread. Reference the glossary on workbook page 20 to help you understand some of the vocabulary.
  • Choose your favorite scientific term to write on a post-it note and add to our Scientific Word Wall (absent students are exempt from this step, but may add their word when they return).
• Choose either "Seriously Sick" or "Killer Genes" and use it to complete the "Sidebar Task Card" graphic organizer on workbook page 19 (2nd period students can complete 2 of the 3 columns due to lost class time during the fire drill).

HW:

1. Read Frightful's Mountain chapter 7 (pages 69-82) and complete page 21 in your EL Module 4 Student Workbook. Find 2 words from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 7 may be used in addition to (but not instead of) reading.
2. Study Module 4: Mid-Unit Vocab List (or study online) for Friday's assessment.

Thursday, 4/19

EL Module 4: Unit 1: Lesson 7

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Get the gist of an excerpt from “The Exterminator.”
  • Identify the argument, claims, and evidence in an excerpt from “The Exterminator.”
• Share last night's homework (workbook page 21) with your triad (absent students are exempt from this step).
• Consider how the events of chapter 7 relate to the quote, "In nature, nothing exists alone."
• Reread the section of "The Exterminator" called "Public Fear" on workbook pages 12-13 twice: the first time to determine the author's purpose, and the second time writing the main idea of each paragraph in the margins.
• Use "Public Fear" to complete the "Tracing an Argument" graphic organizer on workbook pages 22-23. (Use pages 15-16 as a sample if you get stuck.)
• Read "Rachel Carson: Sounding the Alarm on Pollution" on workbook page 68. This will be the text used on your mid-unit assessment tomorrow.

HW: Study Module 4: Mid-Unit Vocab List (or study online) for tomorrow's assessment. Also review the definitions of argument, claim, and evidence we discussed on Tuesday and the two "Tracing an Argument" graphic organizers (workbook pages 15-16 and 22-23), as you will be asked to complete a similar activity during the assessment.

Friday, 4/20

EL Module 4: Unit 1: Lesson 8

• Review these pre-printed learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Identify the argument and specific claims in a video about DDT.
  • Evaluate the evidence used to support the argument and claims in a video about DDT.
  • Identify the argument and specific claims in “Rachel Carson: Sounding the Alarm on Pollution.”
  • Evaluate the evidence used to support the argument and claims in “Rachel Carson: sounding the Alarm on Pollution.”
• Take Module 4: Mid-Unit Assessment (absent students should see Mrs. Parker during Homeroom on the morning they return to school to make up this assessment).
• Receive Module 4: End-of-Unit Vocab List, which will be a component of the upcoming End-of-Unit Assessment.

HW:

1. Read Frightful's Mountain chapter 8 (pages 82-92) and complete page 24 in your EL Module 4 Student Workbook. Find 1 word from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 8 may be used in addition to (but not instead of) reading.
2. Study Module 4: End-of-Unit Vocab List (or study online) for the end-of-unit assessment.
3. Place Scholastic orders online by next Friday, 4/27, using class code PDDTZ!

Week of 4/9-4/13

Monday, 4/9 - 40 Book Challenge reading log due today* for Q4 review! *UPDATE: Reading Logs can be turned in tomorrow at the latest.

• Go over EOG practice test (taken 3/29)
• Receive a new EL Module 4 Student Workbook (Absent students can get their materials on Wednesday)
• Receive a copy of the novel Frightful's Mountain, our anchor text for Module 4 (Absent students can get their materials on Wednesday)

HW: Read independently (40 Book Challenge reading logs will be returned this week)

Tuesday, 4/10

Library circulation

HW: Read independently

Wednesday, 4/11

EL Module 4: Unit 1: Lesson 1

• Receive new M4 U1 Learning Target Tracker (absent students can get their copies when they return)
• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Identify the main character’s relationships in Frightful’s Mountain.
  • Use context clues to determine the meaning of unfamiliar vocabulary.
  • Use details to answer text-dependent questions.
• Consider this quote from Rachel Carson, an accomplished writer, scientist, and ecologist: "In nature nothing exists alone."
• Preview the Focus Question and the Glossary on workbook page 1.
• Read chapter 1 of Frightful's Mountain, pages 5-20.
• Complete workbook page 1:
  • In the "Words I Found Difficult" section, write these definitions:
    • Jesses: a leather strap hooked around a hawk's legs
    • Culvert: a tunnel allowing water to pass under a road
    • Tiercel: a male falcon
  • In the "My Thoughts" box, write, "Frightful's relationship with Sam Gribley is both helpful and harmful. Harmful because Sam stole Frightful from her nest, but helpful because he took excellent care of her."
  • For the "Evidence from the Text" box, write, "He had lifted her from her nest on a cliff... He fed her four and five times a day... He nurtured her like a peregrine falcon mother would. (5)"
• Receive a Frightful's Mountain Reading Homework Calendar, which includes chapter and page numbers that will help orient you regarding reading and homework assignments.
• Preview the Focus Question and the Glossary on workbook page 2.

HW: Read Frightful's Mountain chapter 2 (pages 20-32) and complete page 2 in your EL Module 4 Student Workbook. Find 2 words from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 2 may be used in addition to (but not instead of) reading.

Thursday, 4/12

EL Module 4: Unit 1: Lesson 2

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Collect background information about peregrine falcons and pesticides.
  • Use evidence to collect and share information about peregrine falcons.
  • Get the gist of the informational article “Welcome Back.”
• Share your answers to last night's homework (workbook page 2) with your triad (absent students are exempt from this step).
• Use the directions on workbook page 3 to complete all 4 sections of Peregrine Falcon Facts.

HW: Read Frightful's Mountain chapter 3 (pages 32-42) and complete page 5 in your EL Module 4 Student Workbook. Find 2 words from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 3 may be used in addition to (but not instead of) reading.

Friday, 4/13

EL Module 4: Unit 1: Lesson 3

• Write these learning targets on your M4 U1 Learning Target Tracker and highlight/circle key words:
  • Identify the argument and specific claims in a video about DDT.
  • Determine the evidence used to support the argument and claims in a video about DDT.
• Tear out ant turn in yesterday's classwork (workbook page 3) and last night's homework (workbook page 5) (absent students should turn in these assignments on the day they return to class).
• Read these excerpts and consider which of Frightful's relationships they are referring to, and why that relationship is important:
  • "Frightful ate the rabbit while the eyases watched, twisting their heads from side to side and calling 'pseee' when she swallowed" (32).
  • "Then he learned that she didn't like groundhogs. She had tried one and abandoned it to him. She also didn't like skunks or rats" (35).
  • "Frightful saw the food fall onto the blazing-star leaves and seedpods, then flew to a tall hemlock at the top of the cliff. Sitting among the lacy needles, the image of the one mountain among thousands, the one tree among millions..." (39).
  • "Chup answered from above. He dove, scattered a flock of ducks, and brought one back to the aerie. He dropped it without slowing down, then flew over the cliff..." (42).
• Read "Welcome Back" on workbook page 4. Consider how the author feels about the use of DDT.
• Absent students ONLY (students who were present in class completed an alternate activity):
  • View this video one to two times and use it to complete workbook page 7.
    • The overall argument in the video is "John Stossel believes DDT saves lives." Write that in the blank space at the top of the page.
    • The Title of Article/Video is "John Stossel - DDT" and the Author/Speakers are "John Stossel & Richard Tren."
    • One Claim is, "DDT does not cause illness." Write that in the first Claim box. Listen for Evidence to Support Claim to write in the box on the right, and then decide if the evidence is sufficient and circle "yes" or "no."
    • A second Claim is, "The book Silent Spring is not factual or supported by sufficient evidence." Write that in the second Claim box. Listen for Evidence to Support Claim to write in the box on the right, and then decide if the evidence is sufficient and circle "yes" or "no."
    • A third Claim is, "DDT is useful as medicine." Write that in the third Claim box. Listen for Evidence to Support Claim to write in the box on the right, and then decide if the evidence is sufficient and circle "yes" or "no."

HW: Read Frightful's Mountain chapter 4 (pages 42-50) and complete page 9 in your EL Module 4 Student Workbook. Find 2 words from the reading to write and define in the "Words I Found Difficult" section. Audio for chapter 4 may be used in addition to (but not instead of) reading.

Week of 3/26-3/30

Monday, 3/26

EL Module 3: Unit 3: ICG Workday 4

• Analyze these learning targets:
  • Create a final draft of an interesting, accurate, and objective ICG.
  • Ensure that my ICG meets the expectations of the rubric.
• 2nd-7th period: Continue working on the final draft of your Informative Consumer Guide (on large notecards/half-sheets of paper), which is due 3/28.
• 1st period only: Finish working on the final draft of your Informative Consumer Guide (on large notecards/half-sheets of paper), which is due 3/28.

HW all periods: Turn in all Q3 late/missing work by 3/28

HW 2nd-7th period: Catch up on any necessary work for your Informative Consumer Guide Research Packet, which is due 3/28.

HW 1st period only: Finish any necessary work for your Informative Consumer Guide Research Packet or Informative Consumer Guide Final Draft (on large notecards), which are both due 3/28!

Tuesday, 3/27

1st period only: Author Visit from Varian Johnson!

2nd-7th period: EL Module 3: Unit 3: ICG Workday 5

• Analyze these learning targets:
  • Create a final draft of an interesting, accurate, and objective ICG.
  • Ensure that my ICG meets the expectations of the rubric.
• Finish working on the final draft of your Informative Consumer Guide (on large notecards/half-sheets of paper), which is due 3/28.

HW:

1. Finish any necessary work for your Informative Consumer Guide Research Packet or Informative Consumer Guide Final Draft (on large notecards), which are both due 3/28!
2. Turn in all Q3 late/missing work by 3/28.

Wednesday, 3/28 - ICG Research and Final Draft due today! - All Q3 late/missing work due today - Ocean Exploration Day

• Vote on best ICG per class
• Ocean-themed enrichment activities (no makeup work necessary)

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log.

Thursday, 3/29

• EOG Practice Assessment (no preparation necessary) (Absent students should see Mrs. Parker during Homeroom on the day they return to make up this assessment)

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log over spring break! 40 Book Challenge reading logs are due for quarter 3 review on 4/9!

Friday, 3/30 - Holiday

No school

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log over spring break! 40 Book Challenge reading logs are due for quarter 3 review on 4/9!

Week of 3/12-3/16

Monday, 3/12 - 3-hour early release due to inclement weather

1st, 2nd, and 3rd period only (6th and 7th period will do today's lesson on Tuesday and Wednesday):

EL Module 3: Unit 3: Lesson 1

• Receive new M3 U3 Learning Target Tracker (absent students can get their copies when they return).
• Write these learning targets on your M3 U3 Learning Target Tracker and highlight/circle key words:
  • Find the gist of the model informative consumer guide (ICG).
  • Determine the main ideas of a model ICG.
  • Explain the purpose of an ICG.
• Read carefully over page 51 of your EL Module 3 Student Workbook to familiarize yourself with the expectations for our Module 3 performance task, an "Informative Consumer Guide." Annotate the page by highlighting/circling key words and phrases and making gist notes in the margins.
• Preview the model Informative Consumer Guide on page 55 of your EL Module 3 Student Workbook. Annotate the model by highlighting/circling key words and phrases and making gist notes in the margins. Notice how the elements of the model conform to the expectations you read on page 51.
• View this video about overfishing and glue this video transcript in your workbook on top of page 56 (absent students can get their copies when they return).

HW: Bring Book Fair money tomorrow!

Tuesday, 3/13

All periods: Book Fair!

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log.

Wednesday, 3/14 - Pi Day (3.14)!

1st, 2nd, and 3rd period: Pi Day enrichment activities (no makeup work necessary)

6th and 7th period only*:

EL Module 3: Unit 3: Lesson 1

• Receive new M3 U3 Learning Target Tracker (absent students can get their copies when they return).
• Write these learning targets on your M3 U3 Learning Target Tracker and highlight/circle key words:
  • Find the gist of the model informative consumer guide (ICG).
  • Determine the main ideas of a model ICG.
  • Explain the purpose of an ICG.
• Read carefully over page 51 of your EL Module 3 Student Workbook to familiarize yourself with the expectations for our Module 3 performance task, an "Informative Consumer Guide." Annotate the page by highlighting/circling key words and phrases and making gist notes in the margins.
• Preview the model Informative Consumer Guide on page 55 of your EL Module 3 Student Workbook. Annotate the model by highlighting/circling key words and phrases and making gist notes in the margins. Notice how the elements of the model conform to the expectations you read on page 51.
• *6th and 7th will do Pi day activities with their remaining class time.

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log.

Thursday, 3/15

EL Module 3: Unit 3: Lesson 2

• Write this learning target on your M3 U3 Learning Target Tracker and highlight/circle key words:
  • Research overfishing to find relevant and compelling facts and quotes.
• Receive Informative Consumer Guide Research Packet, which will guide you through the research and creation of your final ICG over the coming weeks (absent students can get their copies when they return).
• 6th and 7th period only: View this video about overfishing and glue this video transcript in your workbook on top of page 56 (absent students can get their copies when they return).
• All periods: Complete page 2 of your Informative Consumer Guide Research Packet.

HW: Lead Researchers for "Problem" should finish page 2 of their Informative Consumer Guide Research Packet.

Friday, 3/16

EL Module 3: Unit 3: Lesson 3

• Write this learning target on your M3 U3 Learning Target Tracker and highlight/circle key words:
  • Research to find relevant and compelling facts and quotes about depleted fish species to use in my ICG.
• Complete page 3 of your Informative Consumer Guide Research Packet.

HW:

1. Lead Researchers for "Provide an Example/Case Study" should finish page 3 of their Informative Consumer Guide Research Packet.
2. Place Scholastic orders online by Monday 3/19 at clubs.scholastic.com with class code PDDTZ!

Week of 3/5-3/9

Monday, 3/5

EL Module 3: Unit 2: Lesson 9

• Write this learning target on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Identify evidence of Hiaasen’s perspective in Flush.
• Share answers to last night's Reading Calendar homework using the Turn-and-Talk protocol. (Absent students are exempt from this step)
• Complete page 45 in your EL Module 3 Student Workbook using the directions on page 44
  • For step 4, choose the one excerpt that you will read and use for this activity
  • Find at least 3 pieces of evidence from your excerpt and give an explanation for each one
    • This is practice for the assessment that will take place in lesson 11.

HW:

1. Finish reading chapters 15-16 of Flush and do Row I on your Flush Reading Calendar
2. Finish workbook page 45, if necessary.
3. Return signed ELA interim by 3/8.

Tuesday, 3/6

EL Module 3: Unit 2: Lesson 10

• Write this learning target on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Illustrate a scene from Flush that shows evidence of Hiaasen’s perspective of Florida.
• Share answers to last night's Reading Calendar homework using the Concentric Circles protocol. (Absent students are exempt from this step)
• Reread the claim about Hiaasen's perspective of Florida that you wrote on page 45 of your Module 3 EL Student Workbook yesterday.
• Select a vivid scene from the excerpt of Flush you used yesterday on workbook pages 44-45.
• Find that scene in your novel and write the page number(s) on which it occurs onto page 47 in your EL Module 3 Student Workbook.
• Below the page number(s) you wrote on workbook page 47, sketch out a rough draft of how you would illustrate that scene using rough pictures, labels (at least 3), and a brief description of the scene.
  • This is practice for the assessment that will take place in lesson 11.

HW:

1. Finish reading chapter 17 of Flush and do Row J on your Flush Reading Calendar
2. Finish your rough draft of your chosen scene on workbook page 47, if necessary.
3. Review workbook pages 45 and 47 for your assessment tomorrow. No other preparation is necessary.
4. Return signed ELA interim by 3/8.

Wednesday, 3/7

EL Module 3: Unit 2: Lesson 11

• Review these pre-printed learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Identify evidence of Hiaasen’s perspective in Flush.
  • Illustrate a scene from Flush that shows evidence of Hiaasen’s perspective of Florida.
• Begin Module 3: Unit 2 End-of-Unit Assessment (Absent students should see Mrs. Parker during homeroom on the morning they return to make up this assessment)

HW:

1. Finish reading chapters 18-21 of Flush and do Row K on your Flush Reading Calendar (Due 3/9).
2. Return signed ELA interim by 3/8.

Thursday, 3/8 - Signed ELA interims are due by today

EL Module 3: Unit 2: Lesson 11 (continued)

• Review these pre-printed learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Identify evidence of Hiaasen’s perspective in Flush.
  • Illustrate a scene from Flush that shows evidence of Hiaasen’s perspective of Florida.
• Share answers to last night's Reading Calendar homework using the Turn-and-Talk protocol. (Absent students are exempt from this step)
• Finish Module 3: Unit 2 End-of-Unit Assessment (Absent students should see Mrs. Parker during homeroom on the morning they return to make up this assessment)

HW:

1. Finish reading chapters 18-21 of Flush and do Row K on your Flush Reading Calendar (Due 3/9)
2. Be sure M3 U2 Learning Target Tracker, Flush Reading Calendar, and Flush novel are ready to be turned in tomorrow.

Friday, 3/9 - Learning Target Tracker, Reading Calendar, and novel are due today!

EL Module 3: Unit 2: Lesson 12

• Write these learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Explain how ch. 18–21 of Flush contribute to plot development.
  • Explain how Hiaasen develops the plot across the novel.
  • Write a Reader’s Review of the novel Flush.
• Turn in M3 U2 Learning Target Tracker
• Share answers to last night's Reading Calendar homework using the Mix and Mingle protocol. (Absent students are exempt from this step)
• Turn in Flush Reading Calendar
• Consider these questions:
  • "How did the last chapters of Flush contribute to the plot development?"
  • "What issues/problems were introduced throughout the story? How did each of them contribute to the plot development?"
  • "How were each of the issues resolved in the final chapters?"
  • "So how did Carl Hiaasen develop the plot of Flush? What did he do?"
• Complete the Reader's Review on page 49 in your EL Module 3 Student Workbook.
• Turn in Flush novel.

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log.

Week of 2/26-3/2

Monday, 2/26 - WwF books and all related makeup work due today

EL Module 3: Unit 2: Lesson 6

• Write these learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Find the gist of an excerpt of “Five Creative Tips from Carl Hiaasen.”
  • Use textual evidence to answer text-dependent questions.
  • Infer Hiaasen’s perspective of Florida.
• Share answers to last night's Reading Calendar homework using the Turn-and-Talk protocol. (Absent students are exempt from this step)
• Read An Excerpt of “Five Creative Tips from Carl Hiaasen” on page 35 of your EL Module 3 Student Workbook.
  • “Satire” is humor about weaknesses or bad qualities and that Carl Hiaasen uses a lot of satire in his writing.
  • Look over these three words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
  • Consider the question, "What did you learn about Hiaasen in this excerpt?"
• Complete the Gathering Evidence graphic organizer on page 36 in your EL Module 3 Student Workbook
  • "Perspective" means "how you see something based on your background and your previous experiences." Knowing that, consider how being born and raised in Florida has affected his perspective of the place.

HW: Finish reading chapters 9-10 of Flush and do Row F on your Flush Reading Calendar.

Tuesday, 2/27

Library circulation

HW: Catch up on any missed Flush reading/read your 40 Book Challenge novel

Wednesday, 2/28

EL Module 3: Unit 2: Lesson 7

• Write these learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Find the gist of “Florida…” Excerpt 1.
  • Use textual evidence to answer text-dependent questions.
  • Infer Hiaasen’s perspective of Florida.
• Share answers to last night's Reading Calendar homework using the Turn-and-Talk protocol. (Absent students are exempt from this step)
• Read "Florida 'A Paradise of Scandals'" Excerpt 1 on page 38 of your EL Module 3 Student Workbook.
  • "Urban sprawl" is a lot of buildings, such as houses and stores, spread out over a large area
  • Look over this word from the reading, noticing how the root and suffixes combine to create the meaning of the word.
  • Consider the question, "What did you learn about Hiaasen in this excerpt?"
• Complete the Gathering Evidence graphic organizer on page 39 in your EL Module 3 Student Workbook

HW: Finish reading chapters 11-12 of Flush and do Row G on your Flush Reading Calendar.

Thursday, 3/1 - ELA interims will be distributed today

EL Module 3: Unit 2: Lesson 8

• Write these learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Find the gist of “Florida…” Excerpt 2.
  • Use textual evidence to answer text-dependent questions.
  • Infer Hiaasen’s perspective of Florida.
• Share answers to last night's Reading Calendar homework using the Mix-and-Mingle protocol. (Absent students are exempt from this step)
• Receive back graded Module 3: Unit 2 Mid-Unit Assessments (taken 2/23)
• Read "Florida 'A Paradise of Scandals'" Excerpt 2 on page 41 of your EL Module 3 Student Workbook.
  • Consider the simile Hiaasen uses about being out on the water being "like a church" for him. What do you think he means? What do people usually do in churches?
  • Consider the question, "What did you learn about Hiaasen in this excerpt?"
• Complete the Gathering Evidence graphic organizer on page 42 in your EL Module 3 Student Workbook
• Receive graded tests and interim reports

HW: Finish reading chapters 13-14 of Flush and do Row H on your Flush Reading Calendar.

Friday, 3/2: Early Release Day: Periods 1, 5, 6, and 7 - Also "Read Across America" Day!

• Period 1: Silent, sustained reading (No makeup work necessary)
• Period 5: Activities with 7 Habits of Highly Effective Teens (No makeup work necessary)
• Period 6: Teacher's choice enrichment activities (No makeup work necessary)
• Period 7: Teacher's choice enrichment activities (No makeup work necessary)

HW: Catch up on any missed Flush reading/read your 40 Book Challenge novel

Week of 2/19-2/23

Monday, 2/19

EL Module 3: Unit 2: Lesson 1

• Receive new M3 U2 Learning Target Tracker
• Write these learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Make an ethical connection between WwF and Flush.
  • Identify Noah’s point of view of his father’s situation using textual evidence.
  • Explain how Hiaasen develops Noah’s point of view.
  • Follow Triad Talk expectations when I participate in a discussion.
• Receive Carl Hiassen's Flush, our new class text.
• Preview Flush and answer these questions to yourself:
  • What is Flush going to be about?
  • What connections can you make to the cover of the book right now?
  • What was the Coral Queen "dumping illegally"? Is dumping that thing in ocean waterways ethical or unethical -- right or wrong?
• Read page 1 of Flush. Answer these questions to yourself:
  • What do we know so far?
  • Who is the narrator of the story?
  • Is this first-person, third-person, or omniscient ("floating camera") narration? How do you know?
• Continue reading to the bottom of page 3. Answer these questions to yourself:
  • What do we know now?
  • What is Noah's father's situation?
  • What is Noah's point of view* (opinion of/feeling toward) his father's his father's situation? How do you know? What in the text makes you think that?
    • *We can determine characters' points of view by examining their thoughts, words, and/or actions. Pay special attention to those three components when answering about POV.
• Receive Flush Reading Calendar, which will be regular homework over the next few weeks.

HW: Finish reading chapter 1 of Flush and do Row A on your Flush Reading Calendar. (Absent students can complete this step after they have received their materials)

Tuesday, 2/20

EL Module 3: Unit 2: Lesson 2

• Write these learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Find the gist of pages 7–9 of Flush.
  • Analyze how Hiaasen conveys Noah’s POV of Dusty Muleman.
  • Analyze how the author’s choice of words affects tone and meaning.
  • Explain how ch. 1 of Flush contributes to plot development.
• Share answers to last night's Reading Calendar homework and the question "What were the main events in chapter 1?" using the Back-to-Back, Face-to-Face protocol. (Absent students are exempt from this step)
• Reread pages 7-9 of Flush.
• Complete page 26 in your EL Module 3 Student Workbook using Flush pages 7-9. For your three claims, use the following:
  1. Noah sees the Coral Queen as a big, ugly boat.
  2. Noah sees Dusty Muleman's actions as disgusting.
  3. Noah sees Dusty as a greedy criminal.

HW: Finish reading chapters 2 and 3 of Flush and do Row B on your Flush Reading Calendar.

Wednesday, 2/21

EL Module 3: Unit 2: Lesson 3

• Write these learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Analyze how Hiaasen develops Noah’s POV of Lice Peeking.
  • Analyze how the author’s choice of words affects tone and meaning.
  • Analyze how ch. 2 and 3 of Flush contribute to plot development.
• Share answers to last night's Reading Calendar homework and the question "What were the main events in chapters 2 and 3?" using the Mix and Mingle protocol. (Absent students are exempt from this step)
• Reread pages 17-19 in Flush. Think about the the contextual meaning of the words "snuffed" and "accustomed" on page 18 of Flush. Consider how the tone of the sentences would be different if the author had chosen different words instead.
• Complete page 29 in your EL Module 3 Student Workbook using the directions on page 28.
  • For the first row, use the quote, "He looked like a sick old iguana..." in the middle box.
  • For the second row, use "Noah sees Lice as selfish" as the claim in the first box.
  • For the third row, use "Revolted" (synonym for disgusted) in the third box.
  • Do the fourth row on your own.

HW: Finish reading chapters 4 and 5 of Flush and do Row C on your Flush Reading Calendar.

Thursday, 2/22

EL Module 3: Unit 2: Lesson 4

• Write these learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Analyze how an author’s choice of words affects tone and meaning.
  • Analyze how Hiaasen develops Noah’s POV of the area he lives in.
  • Analyze how Flush ch. 4 and 5 contribute to plot development.
• Share answers to last night's Reading Calendar homework using the Turn-and-Talk protocol. (Absent students are exempt from this step)
• Complete page 32 in your EL Module 3 Student Workbook using the directions on page 31. For your 4 claims, use the following:
  1. Noah likes the storms (p. 27-28)
  2. Noah thinks beaches should be kept clean (p. 28)
  3. Noah respects sea turtles and wants to protect them (p. 28)
  4. Noah knows he needs to leave sea turtles alone (p. 29)
• Absent students ONLY: Complete page 33 in your EL Module 3 Student Workbook, reflecting on the discussions we have been having in class to help you.
• Note that you will be taking an assessment tomorrow that will ask you to call upon the skills we have been practicing in class during Module 3: Unit 2 so far: determining characters' point of view, utilizing context clues, and analyzing the development of the plot. No preparation is necessary.

HW: Finish reading chapters 6 and 7 of Flush and do Row D on your Flush Reading Calendar.

Friday, 2/23

EL Module 3: Unit 2: Lesson 5

• Review these pre-printed learning targets on your M3 U2 Learning Target Tracker and highlight/circle key words:
  • Determine the meaning of words and phrases in the text.
  • Analyze how the word choice affects tone and meaning.
  • Analyze how Hiaasen develops Noah’s POV.
  • Explain how a chapter contributes to plot development.
• Take the Module 3: Unit 2: Mid-Unit Assessment (major grade) (Absent students should see Mrs. Parker during Homeroom on the morning they return to make up this assessment)

HW: Finish reading chapter 8 of Flush and do Row E on your Flush Reading Calendar.

Week of 2/12-2/16

Monday, 2/12

EL Module 3: Unit 1: Lesson 8

• Write these learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Analyze Kurlansky’s point of view in an excerpt of WwF ch. 4.
  • Explain how Kurlansky conveys his point of view.
• Review answers from the Module 3: Unit 1: Mid-Unit Assessment, taken 2/7.
• Reread pages 52-61 of A World Without Fish.
• Complete the Author's Point of View 1 handout.

HW: Complete the "Due at Lesson 9" row of your Reading Calendar

Tuesday, 2/13

Library circulation

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Wednesday, 2/14

EL Module 3: Unit 1: Lesson 9

• Write these learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of pages 63–69 of WwF.
  • Determine the meaning of words/ phrases in pages 63–69 of WwF.
  • Use textual evidence to answer text-dependent questions.
• Read pages 63-69 of A World Without Fish.
• Complete the Text-Dependent questions on pages 19-20 of your EL Module 3 Student Workbook.
• Finish reading the remainder of Chapter 5 of WwF, pages 70-75.

HW: Complete the "Due at Lesson 10" row of your Reading Calendar; also finish workbook pages 19-20 and reading WwF pages 70-75, if necessary.

Thursday, 2/15

EL Module 3: Unit 1: Lesson 10

• Write these learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Analyze Kurlansky’s point of view in an excerpt of WwF ch. 5.
  • Explain how Kurlansky conveys his point of view.
• Reread pages 63-68 of A World Without Fish.
• Complete the Author's Point of View 2 handout.

HW: Complete the "Due at Lesson 11" row of your Reading Calendar; also finish the Author's Point of View 2 handout, if necessary. Make sure workbook pages 15-16 and 19-20, Learning Target Tracker, and Reading Calendar are ready to turn in tomorrow.

Friday, 2/16

• Review these pre-printed learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Identify Kurlansky’s point of view.
  • Explain how Kurlansky conveys his point of view.
• Tear out and turn in workbook pages 15-16 and 19-20, M3 U1 Learning Target Tracker, and Reading Calendar
• Take the 10-question multiple choice Module 3: Unit 1: End-of-Unit "Mini-Assessment" (Classwork grade) (Absent students should see Mrs. Parker during Homeroom on the morning they return to make up this assessment)
• Turn in World Without Fish book (Absent students should turn this in on the morning they make up the M3: U1: End-of-Unit "Mini-Test")

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log

Week of 2/5-2/9

Monday, 2/5

EL Module 3: Unit 1: Lesson 4

• Write these learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of pages 1-8 of WwF.
  • Use strategies to determine the meaning of words/phrases in WwF ch. 1.
  • Use textual evidence to answer text-dependent questions.
  • Analyze how Kurlansky introduces the problem of fish depletion in WwF ch. 1.
• Share answers to last night's Focus Question homework on your Reading Calendar using the "Back-to-Back and Face-to-Face" Protocol (Absent students are exempt from this step)
• Read pages 1-8 of A World Without Fish.
• Complete the Text-Dependent Questions on pages 10-11 of your EL Module 3 Student Workbook.
• Read A World Without Fish pages 9-20.

HW: Complete the "Due at Lesson 5" row of your Reading Calendar; also finish workbook pages 10-11 and reading A World Without Fish pages 9-20, if necessary

Tuesday, 2/6

EL Module 3: Unit 1: Lesson 5

• Write these learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of pages 26-33 of WwF.
  • Use strategies to determine the meaning of words/phrases in WwF ch. 2.
  • Use textual evidence to answer text-dependent questions.
  • Analyze how Kurlansky introduces the problem of fish depletion in WwF ch. 2.
• Share answers to last night's Focus Question homework on your Reading Calendar using the "Mix and Mingle" Protocol (Absent students are exempt from this step)
• Read pages 28-33 of A World Without Fish.
• Complete the Text-Dependent Questions on pages 12-13 of your EL Module 3 Student Workbook.
• Go back and read pages 21-25 and 34-37 of A World Without Fish
• Receive the Module 3: Mid-Unit 1 Assessment Study Guide

HW:

1. Review the Module 3: Mid-Unit 1 Assessment Study Guide for tomorrow's 10-question mini-assessment
2. Complete the "Due at Lesson 6" row of your Reading Calendar; also finish workbook pages 12-13 and reading A World Without Fish pages 21-25 and 34-37, if necessary

Wednesday, 2/7

EL Module 3: Unit 1: Lesson 6

• Review these pre-printed learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Use strategies to determine the meaning of words/phrases in an excerpt of Chapter 3 of WwF.
  • Analyze how Kurlansky elaborates on the problem of fish depletion in an excerpt of WwF ch. 3.
• Take the 10-question Module 3: Unit 1: Mid-Unit "Mini-Assessment" (Absent students should see Mrs. Parker during Homeroom on the morning they return to make up this assessment)
• Tear out and turn in workbook pages 5-13

HW: Complete the "Due at Lesson 7" row of your Reading Calendar

Thursday, 2/8

EL Module 3: Unit 1: Lesson 7

• Write these learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of WwF ch. 4.
  • Determine the meaning of words/phrases in WwF ch. 4.
  • Use textual evidence to answer text-dependent questions.
• Share answers to last night's Focus Question homework on your Reading Calendar using the "Mix and Mingle" Protocol (Absent students are exempt from this step)
• Read pages 51-61 of A World Without Fish.
• Complete the Text-Dependent Questions on pages 15-16 of your EL Module 3 Student Workbook.

HW: Complete the "Due at Lesson 8" row of your Reading Calendar; also finish reading A World Without Fish pages 50-61 and workbook pages 15-16, if necessary (Due Monday, 2/12)

Friday, 2/9: Early Release Day: Periods 1, 2, and 3

• Period 1: Silent, sustained reading (No makeup work necessary)
• Period 1 (continued): Teacher's choice enrichment activities (No makeup work necessary)
• Period 2: Activities with 7 Habits of Highly Effective Teens (No makeup work necessary)
• Period 3: Activities with 7 Habits of Highly Effective Teens (No makeup work necessary)

HW: Place Scholastic reading club orders before you go to bed tonight! Visit clubs.scholastic.com and use class code PDDTZ

Week of 1/29-2/2

Monday, 1/29

• Go over EOG practice test (Students who were absent Friday will take the test today)
• Clean out ELA pouches of all outdated materials; receive new EL Student Workbook (Absent students will receive their workbooks on Wednesday)

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log

Tuesday, 1/30

• Library circulation

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log

Wednesday, 1/31

• Receive M3 U1 Learning Target Tracker (Absent students should see Mrs. Parker during Homeroom on the day they return to school to get their LTTs)

EL Module 3: Unit 1: Lesson 1

• Write these learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of an excerpt of the Introduction of World without Fish.
  • Use textual evidence to answer text-dependent questions.
• Watch "This Is a Sustainable Fish" to build background for our new module, which will deal heavily with the fishing industry and its ecological impacts
• Receive our new class text, A World Without Fish (Absent students should see Mrs. Parker during Homeroom on the day they return to school to get their books)
• Read page x of A World Without Fish. Write this gist statement on a sticky note and stick it to page x: "Earth could be destroyed by people who mean well, but are misinformed." Continue reading page xi and xii, pausing to ask yourself "What was that page/passage about?" as necessary.
• Complete the Text-Dependent Questions on page 3 of your EL Module 3 Student Workbook (received Monday)
• Receive a Reading Calendar, which will be regular homework over the coming weeks (Absent students should see Mrs. Parker during Homeroom on the day they return to school to get their calendars and complete tonight's assigned homework after they have received their new materials)

HW: Complete the "Due at Lesson 2" row of your Reading Calendar

Thursday, 2/1 *Due to the pep rally, 7th period wrote Learning Targets only; those students will take part in an abbreviated version of today's lesson tomorrow, 2/2*

EL Module 3: Unit 1: Lesson 2

• Write these learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of an excerpt of WwF.
  • Use strategies to determine the meaning of words/phrases in this excerpt of WwF.
  • Use textual evidence to answer text-dependent questions.
  • Analyze how Kurlansky introduces the problem of fish depletion in WwF. (*7th period stop here*)
• Share answers to last night's Focus Question homework on your Reading Calendar (Absent students are exempt from this step)
• Read pages xii-xvii of A World Without Fish.
• Look over these three words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
• Complete the Text-Dependent Questions on pages 5-6 of your EL Module 3 Student Workbook.

HW: Complete the "Due at Lesson 3" row of your Reading Calendar; also finish workbook pages 5-6, if necessary (all classes except 7th period)

Friday, 2/2

EL Module 3: Unit 1: Lesson 3

• Write these learning targets on your M3 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of an excerpt of WwF.
  • Use strategies to determine the meaning of words/phrases in this excerpt of WwF.
  • Use textual evidence to answer text-dependent questions.
  • Analyze how Kurlansky introduces the problem of fish depletion in WwF.
• Share answers to last night's Focus Question homework on your Reading Calendar (Absent students are exempt from this step)
• *7th period only:
  • Read pages xii-xvii of A World Without Fish.
  • Complete the "Due at Lesson 3" row of your Reading Calendar
  • Complete only #10 of the Text-Dependent Questions on page 6 of your EL Module 3 Student Workbook.
• Read pages xx-xxiii of A World Without Fish.
• Look over these three words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
• Complete the Text-Dependent Questions on pages 7-9 of your EL Module 3 Student Workbook. (7th period should complete only #2, 3, 6, 8, and 10.)

HW: Complete the "Due at Lesson 4" row of your Reading Calendar; also finish workbook pages 7-9, if necessary

Week of 1/22-1/26

Monday, 1/22

• Turn in any/all remaining makeup work for quarter 2. No makeup work turned in after today will be accepted or factored into the Q2 report card grades!

EL Module 2: Unit 3: Lesson 7

• Write these learning targets on your M2 U3 Learning Target Tracker and highlight/circle key words:
  • Draft the experience that conveys the modern-day adversity of my narrative.
  • Use correct grammar and word usage.
  • Use a variety of sentence structures.
  • Select and use words and phrases to create tone.
• Look carefully over workbook page 131 for the criteria on which your monologue or concrete poem will be assessed.
• Begin writing the rough draft of your monologue OR concrete poem on notebook paper, using your plan (created Friday 1/12) to guide you.
  • As you work, continually refer to page 131 to ensure that your monologue or concrete poem addresses all of the necessary criteria.

HW:

1. Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log
2. Ensure that your 40 Book Challenge reading log (due 1/24) is updated with all of the books that you read this quarter

Tuesday, 1/23

EL Module 2: Unit 3: Lesson 8

• Write these learning targets on your M2 U3 Learning Target Tracker and highlight/circle key words:
  • Establish a context and draft the introduction of my narrative.
  • Draft the conclusion of my narrative.
• Finish writing the rough draft of your monologue OR concrete poem on notebook paper, using your plan (created Friday 1/12) to guide you.
  • As you work, continually refer to page 131 to ensure that your monologue or concrete poem addresses all of the necessary criteria.

HW:

1. If necessary, finish writing the rough draft of your monologue OR concrete poem
2. Ensure that your 40 Book Challenge reading log (due 1/24) is updated with all of the books that you read this quarter

Wednesday, 1/24

• Turn in your 40 Book Challenge reading log for quarter 2 review.

EL Module 2: Unit 3: Lesson 9

• Write these learning targets on your M2 U3 Learning Target Tracker and highlight/circle key words:
  • Use correct grammar and word usage.
  • Use a variety of sentence structures.
  • Present evidence and details in a logical order.
  • Use descriptive details to create an image.
  • Use appropriate eye contact, volume, and pronunciation to convey my message.
  • Adapt my speech to fit the context of my narrative.
• Use your rough draft to write the final draft of your monologue or concrete poem on blank white computer paper
  • As you work, continually refer to page 131 to ensure that your monologue or concrete poem addresses all of the necessary criteria.

HW: If necessary, finish writing the final draft of your monologue or concrete poem on blank white computer paper (no notebook paper will be accepted as a final draft). Your finished final draft is due tomorrow!

Thursday, 1/25

EL Module 2: Unit 3: Lesson 10

• Write these learning targets on your M2 U3 Learning Target Tracker and highlight/circle key words:
  • Present evidence and details in a logical order.
  • Use descriptive details to create an image.
  • Use appropriate eye contact, volume, and pronunciation.
• Turn in M2: U3 Learning Target Tracker
• Perform your monologue or concrete poem in front of your audience of peers using appropriate eye contact, volume, and pronunciation (absent students will need to schedule a time to make up their performance -- see Mrs. Parker during Homeroom on the day you return to school)

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log

Friday, 1/26

• Take EOG practice test (absent students will take the practice test in class on Monday)

HW: Finish EOG practice test, if necessary

Week of 1/15-1/19

Monday, 1/15: Holiday

No school

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log

Tuesday, 1/16

Library circulation

HW:

1. Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log
2. Complete any and all final late/missing work for Q2

Wednesday, 1/17: Inclement weather day

No school

HW:

1. Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log
2. Complete any and all final late/missing work for Q2

Thursday, 1/18: Inclement weather day

No school

HW:

1. Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log
2. Complete any and all final late/missing work for Q2

Friday, 1/19: Inclement weather day

No school

HW:

1. Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log
2. Complete any and all final late/missing work for Q2 -- due Monday, 1/22! No work turned in after 1/22 will be accepted.

Week of 1/8-1/12

Monday, 1/8

EL Module 2: Unit 3: Lesson 2

• Write these learning targets on your M2 U3 Learning Target Tracker and highlight/circle key words:
  • Discuss concrete poems with partners.
  • Express my own ideas clearly during discussions.
  • Build on others’ ideas during discussion.
• Read the poem "The Wall" on workbook page 122, noticing the adversities discussed.
• Complete the "I Think...What Do You Think?" Scavenger Hunt on workbook page 123 (Absent students should just complete the "I Think..." column.).
• Examine the graphics and structure and then read the poem "The Thank-You Letter" on workbook page 120.
• Complete the Modern Voices Graphic Organizer on workbook page 121.

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log AND row #4 on workbook page 98 of your Reading Tracker; also finish workbook page 121, if necessary

Tuesday, 1/9

EL Module 2: Unit 3: Lesson 3

• Write these learning targets on your M2 U3 Learning Target Tracker and highlight/circle key words:
  • Prepare myself to participate in discussions.
  • Follow class norms when I participate in discussions.
  • Be involved in discussions by asking and responding to questions.
  • Demonstrate understanding different perspectives through reflecting and paraphrasing.
  • Try to understand and communicate with others who have different ideas and backgrounds.
• Share answers to page 121 with your partner(s) and then assess yourself on the Speaking and Listening Criteria (Absent students are exempt from this step)
• Reread the poem "The Thank You Letter" on workbook page 120 independently, being mindful of the poem’s rhythm and thinking about John Grandits’s language and word choice.
• Read this Discussion Script as a model of positive discussion behavior.
• Listen to the audio version of "The Thank You Letter" here. Consider how the experience of reading "The Thank-You Letter" is similar to and different from hearing it.
• Complete the "Venn Diagram: Comparing and Contrasting: 'The Thank-You Letter' and Audio Version" activity on workbook page 125.
• Do your best to replicate the positive discussion behavior as you do the following:
  • Read President Ronald Reagan’s Letter on workbook page 126
  • Answer the following questions about President Ronald Reagan’s Letter:
    • What is this letter mostly about?
    • What is the theme or challenge presented in this letter and what evidence supports this theme?
    • How did President Reagan reach his decision to share his voice of adversity?
    • Is it important to share the challenges we face?
    • Does it make a difference to share our voice?
  • Use "The Thank You Letter" as Text 1 (genre: Poem) and "President Ronald Reagan’s Letter" as Text 2 (genre: Letter) to independently complete the comparison and contrast graphic organizer on workbook page 127.
  • Share answers to page 127 with your partner(s) and then assess yourself on the Speaking and Listening Criteria rubric on page 128 (Absent students are exempt from this step)
• Note that in the M3 mid-unit assessment tomorrow, you will read a new poem and listen to its audio version and compare/contrast the two experiences. You will also complete a genre comparison activity with the poem and a new article.

HW: Prepare for group discussion on Wednesday 1/10 by doing the following:

• Review workbook pages 125 and 127. You will be completing similar activities on the assessment.
• Prepare discussion answers for these five questions, rereading poems and monologues as necessary:
  1. What is the most important adversity John Grandits addresses in his poetry?
  2. What’s a lesson about growing up that you connected with when reading J. G.’s poetry?
  3. How is communicating through poetry similar and different from other genres?
  4. Is it more impactful to see or to hear a poem?
  5. Do John Grandits’s concrete poems connect with the medieval voices from Good Masters! Sweet Ladies!?
• Familiarize yourself with the Speaking and Listening Criteria on page 128. Come ready to exemplify positive discussion behaviors with your peers.

Also complete a row on your Reading Tracker if you have more than one row left to do.

Wednesday, 1/10

EL Module 2: Unit 3: Lesson 4

• Review these pre-printed learning targets on your M2 U3 Learning Target Tracker:
  • Compare the experience of reading the poem “Skateboard” to listening to its audio version.
  • Compare how similar themes are communicated in the poem “Skateboard” and a news article.
  • Prepare myself to participate in discussions.
  • Follow class norms when I participate in discussions.
  • Be involved in discussions by asking and responding to questions.
  • Demonstrate understanding of different perspectives through reflecting and paraphrasing.
• Take the Module 2: Unit 3: Mid-Unit Assessment (If you are absent, see Mrs. Parker on the day you return to make up this assessment)

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log AND row #5 on workbook page 98 of your Reading Tracker; your completed Reading Tracker is due tomorrow.

Thursday, 1/11

EL Module 2: Unit 3: Lesson 5

• Write these learning targets on your M2 U3 Learning Target Tracker and highlight/circle key words:
  • Describe events and details in of “Jack, the Half-Wit” and “TyrannosaurBus Rex.”
  • I can describe the criteria for writing a narrative about a theme of adversity.
• Share Reading Tracker responses with triad (Absent students are exempt from this step.)
• Tear out and turn in your completed Reading Tracker on workbook pages 97-98 (Absent students should turn this in on the day they return to class.)
• Note that you will be creating either an original monologue OR a concrete poem illustrating a modern adversity of your choice.
• Complete the graphic organizers on workbook pages 129-130 by reexamining "TyrannasaurBus Rex" (for workbook page 129) and "Jack, the Half-Wit" (for workbook page 130)
• Decide what adversity you would like to use as the topic for your monologue or poem. Use that idea to complete workbook pages 132-133.

HW: Finish workbook pages 132-133; read your 40 Book Challenge book and update your 40 Book Challenge reading log

Friday, 1/12

EL Module 2: Unit 3: Lesson 6

• Write these learning targets on your M2 U3 Learning Target Tracker and highlight/circle key words:
  • Develop a plan for writing a narrative with a context, a narrator, sequenced events, and details.
  • I can identify first-person pronouns to use for a narrator’s voice in a narrative.
  • Use pronouns to establish a narrator’s voice in a narrative.
• Develop the plan for your original monologue or narrative using the graphic organizers on workbook pages 134-135.

HW: Finish the plan for your original monologue or narrative using the graphic organizers on workbook pages 134-135.

Week of 1/1-1/5

Monday, 1/1: No school

Winter break

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log AND row #2 of your Reading Tracker on workbook page 98; also finish workbook page 108, if necessary (due 1/3)

Tuesday, 1/2: 2-Hour Delayed Start

Library circulation

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log AND row #2 of your Reading Tracker on workbook page 98; also finish workbook page 108, if necessary (due 1/3)

Wednesday, 1/3: 2-Hour Early Release *1st and 7th period do ALL activities listed; 2nd, 3rd, and 6th period do up through the Venn diagram*

EL Module 2: Unit 3: Lesson 1

• Receive a new M2 U3 Learning Target Tracker (Absent students can get this during Homeroom on the day they return to school)
• Write these learning targets on your M2 U3 Learning Target Tracker and highlight/circle key words:
  • Discuss concrete poems with partners.
  • Compare/contrast an audio version of a poem to reading the same poem.
  • Compare/contrast how a poem and a news article communicate the same ideas.
• Discuss answers to workbook page 108 (homework over break) with peers, giving feedback according to the Effective Discussions criteria on workbook page 106 (Absent students are exempt from this step).
• Examine the graphics and structure of the poem "Angels" on workbook page 111.
• Read the poem "Angels" on workbook page 111, noticing the adversities discussed.
• Now listen to an audio version of that same poem, "Angels," at this link: http://www.johngrandits.com/concrete-poem/index.php (audio file will automatically download)
• Complete the Venn diagram on workbook page 112 by comparing and contrasting the visual and audio experiences of the poem "Angels." *2nd, 3rd, and 6th period stop here*
• Read the poem "Bad Hair Day" on workbook page 113, noticing the adversities discussed.
• Now read the article "Utah 15-Year-Old Suspended after Dyeing Her Hair a ‘Distracting’ Red" on page 114, noticing similarities and differences between the article and the poem "Bad Hair Day."
• Use "Bad Hair Day" as Text 1 (genre: Poem) and "Utah 15-Year-Old Suspended after Dyeing Her Hair a ‘Distracting’ Red" as Text 2 (genre: Article) to complete the comparison and contrast graphic organizer on workbook page 115.

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log AND row #3 on workbook page 98 of your Reading Tracker

Thursday, 1/4: Inclement Weather Day

No school

HW: Read your 40 Book Challenge book and update your 40 Book Challenge reading log

Friday, 1/5: Inclement Weather Day

No school

HW: Ready your 40 Book Challenge book and update your 40 Book Challenge reading log

Week of 12/18-12/22

Monday, 12/18

EL Module 2: Unit 2: Lesson 11

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • Select examples to support the text evidence I have selected.
  • Explain why I have chosen my evidence and examples to support my claim.
• Complete this Most and Least Adversities Graphic Organizer about which characters in Good Masters! Sweet Ladies have the most and least adversities
• Take part in a Socratic seminar to debate your claim and reasoning with your peers (Absent students are exempt from this step)

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Tuesday, 12/19

EL Module 2: Unit 2: Lesson 14 (we are skipping lessons 12 and 13):

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • Cite evidence to analyze what poems say and what inferences can be made.
  • Determine theme and how it is conveyed through details.
  • Describe the structure of poems.
  • Express my own ideas and build on others’ ideas during discussion.

Throughout the rest of this module, we will be looking at other modern voices shared in another way, through a genre called concrete poetry.

• Preview our new in-class text, Technically, It's Not My Fault, with a focus on the way the poems are structured and arranged on the pages. This is a book of concrete poetry, which is a genre that conveys or shares messages by using graphic patterns of letters, words, images, or graphs and charts rather than in more usual or common ways.
• Read “Advanced English” on workbook page 100 and complete the Modern Voices Graphic Organizer on workbook page 99.

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log AND row #1 of your Reading Tracker on workbook page 97.

Wednesday, 12/20

EL Module 2: Unit 2: Lesson 15:

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • Cite evidence to analyze what poems say and what inferences can be made.
  • Describe how the structure of the poems contributes to the topic.
  • Express my own ideas and build on others’ ideas during discussion.
• Turn in M2 Learning Target Tracker (we will be skipping Lesson 16). (Absent students should turn this in on the day they return to class.)
• Watch the first three minutes of Hackschooling Makes Me Happy and consider how it relates to the poem we read yesterday, "Advanced English"
• Read “TyrannosaurBus Rex” on EL workbook pages 101-102
• Complete the Modern Voices Graphic Organizer on EL workbook page 103
• Read “Point A to Point B” on EL workbook page 104
• Complete the Modern Voices Graphic Organizer on EL workbook page 105
• Discuss "Point A to Point B" and your answers to page 105 with your triads.
• Self-reflect on your strengths and areas for growth during discussions per the criteria on the Discussion Tracker on workbook page 106
• Read “My Sister Is Crazy” on workbook page 107 and complete the Modern Voices Graphic Organizer on workbook page 108.

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log AND row #2 of your Reading Tracker on workbook page 98; also finish workbook page 108, if necessary (due 1/3)

Thursday, 12/21: Early Release Day: Periods 1-7 for ~20 minutes each

• Enrichment activities (No work to make up)

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log AND row #2 of your Reading Tracker on workbook page 98; also finish workbook page 108, if necessary (due 1/3)

Friday, 12/22: No School

Winter Break

HW: Read your 40 Book Challenge book for ~20 minutes and update 40 Book Challenge reading log AND row #2 of your Reading Tracker on workbook page 98; also finish workbook page 108, if necessary (due 1/3)

Week of 12/11-12/15

Monday, 12/11

Library circulation

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Tuesday, 12/12

EL Module 2: Unit 2: Lesson 8a:

• Review these pre-printed learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • Read a monologue for flow and for gist.
  • Determine a theme based on details.
  • Determine the meaning of figurative language.
  • Analyze how the author’s word choice word choice affects the tone.
  • Analyze how a single stanza adds to the whole monologue.
• Module 2: Unit 2: Mid-Unit Assessment (Part 1) (If you are absent, see Mrs. Parker on the day you return to make up this assessment)

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Wednesday, 12/13

EL Module 2: Unit 2: Lesson 8b:

• Review these pre-printed learning targets on your M2 U2 Learning Target Tracker
  • Read a monologue for flow and for gist.
  • Determine a theme based on details.
  • Determine the meaning of figurative language.
  • Analyze how the author’s word choice word choice affects the tone.
  • Analyze how a single stanza adds to the whole monologue.
• Module 2: Unit 2: Mid-Unit Assessment (Part 2) (If you are absent, see Mrs. Parker on the day you return to make up this assessment)

HW: Read "Simon, the Knight's Son" on pages 34-35 of Good Masters! Sweet Ladies! and complete the graphic organizer on page 74 of your EL workbook (Do 2 adversities, each with its own text evidence and answer to the question "Does this adversity exist today?")

Thursday, 12/14

EL Module 2: Unit 2: Lesson 10 (we are skipping lesson 9):

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • Make a claim to answer the question in the prompt.
  • Evaluate evidence to choose the most compelling and relevant items.
• Consider this question: Do children in the Middle Ages have similar opportunities to those available to us today? (Decide "yes" or "no")
• With your "yes" or "no" answer in mind, choose which two adversities from the Middle Ages you are going to focus on to support your claim
• Use your ideas to complete page 79 in your EL workbook. "The Claim" box says that "Children...had very different opportunities...," but you can cross out the word "different" and write "similar" if that aligns with your claim.
• Skim over any monologues you have not yet read. If you have been actively keeping up in class, those characters should be: Isobel, Alice, Edgar, Piers, Mariot + Maud, Nelly, and Drogo.

HW: Decide which of the Good Masters! Sweet Ladies! 1-3 characters faces the biggest adversities, and which 1-3 characters had the easiest lives. Come in to class on Monday with your decisions (and brief reasoning) written onto a sticky note stuck to the front of your workbook.

Friday, 12/15

Nutcracker Field Trip

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Week of 12/4-12/8

Monday, 12/4

EL Module 2: Unit 2: Lesson 4:

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • I can read the monologue “Taggot, the Blacksmith's Daughter” for flow and for gist.
  • I can determine the adversities of the monologue “Taggot, the Blacksmith's Daughter.”
• Read "Taggot, the Blacksmith's Daughter" on pages 5-9 of Good Masters! Sweet Ladies!, noticing the adversities present throughout the monologue
• Write 5 gist statements on sticky notes for "Taggot, the Blacksmith's Daughter": one each for pages 5, 6, 7, 8, and 9. Put each note on its corresponding page.
• Use "Taggot, the Blacksmith's Daughter" complete the graphic organizer on page 49 of your EL workbook (Do 2 adversities, each with its own text evidence and answer to the question "Does this adversity exist today?")

HW: Read "Mogg, the Villein's Daughter" on pages 24-26 of Good Masters! Sweet Ladies! and complete the graphic organizer on page 50 of your EL workbook (Do 2 adversities, each with its own text evidence and answer to the question "Does this adversity exist today?")

Tuesday, 12/5

EL Module 2: Unit 2: Lesson 5:

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • I can determine the meaning of figurative language in the monologue “Taggot, the Blacksmith's Daughter.”
  • I can analyze how the author’s word choice affects the tone of the monologue “Taggot, the Blacksmith's Daughter.”
  • I can analyze how a single stanza (or sentence) adds to the whole monologue.
• Review the "Figurative and Literal Language Reference Sheet" on pages 41-43 of your EL workbook
• Use the Reference Sheet to complete the Figurative Language Graphic Organizer on page 51 of your EL workbook

HW: Read "Jack, the Half-Wit" on pages 30-33 of Good Masters! Sweet Ladies! and complete the graphic organizer on page 57 of your EL workbook (Do 2 adversities, each with its own text evidence and answer to the question "Does this adversity exist today?")

Wednesday, 12/6

EL Module 2: Unit 2: Lesson 6:

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • Read my Jigsaw monologue for flow and for gist.
  • Determine adversities based on details in my Jigsaw monologue.
  • Determine the meaning of figurative language in a monologue.
• Read "Lowdy, the Varlet's' Child" on pages 60-61 of Good Masters! Sweet Ladies!
• Review the "Figurative and Literal Language Reference Sheet" on pages 41-43 of your EL workbook
• Use the Reference Sheet to complete the Lowdy's monologue's Figurative Language Graphic Organizer on page 59 of your EL workbook
• Read “Why not? Why not blame the Jews?” on pages 58-59 of Good Masters! Sweet Ladies! to prepare you for your homework tonight

HW: Read "Jacob Ben Salomon, the Moneylender’s Son and Petronella, the Merchant’s Daughter" on pages 50-57 of Good Masters! Sweet Ladies! and complete the graphic organizer on page 62 of your EL workbook (Do 2 adversities, each with its own text evidence and answer to the question "Does this adversity exist today?")

Thursday, 12/7* 1st period's class will be taking part in an author visit for the full duration of class time today. They will be doing lesson 7a only tomorrow instead (1st period students are exempt from lesson 7b).

EL Module 2: Unit 2: Lesson 7a:

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • Analyze how the author’s word choice affects the tone of the monologue.
  • Analyze how a single stanza adds to an entire monologue.
  • Present to my peers about themes of adversity, figurative language, and word choice.
• Share with peers the Figurative Language Graphic Organizer that you completed yesterday (absent students are excused from this step)
• Complete the Text Dependent Questions for the ONE monologue that you read yesterday:
  • Constance (GM!SL! pages 20-23): pages 63-64 in your EL workbook
  • Lowdy (GM!SL! pages 60-61): pages 65-66 in your EL workbook
  • Otho (GM!SL! pages 27-29): pages 67-68 in your EL workbook
  • Will (GM!SL! pages 10-13): pages 69-70 in your EL workbook

HW: Finish your assigned Text-Dependent Questions for tomorrow's Jigsaw, if necessary.

Friday, 12/8* 1st period's class took part in an author visit for the full duration of class time yesterday. They will be doing lesson 7a only today (1st period students are exempt from lesson 7b), but should still complete the "Pask, the Runaway" reading homework.

EL Module 2: Unit 2: Lesson 7b:

• Review yesterday's learning targets on your M2 U2 Learning Target Tracker:
  • Analyze how the author’s word choice affects the tone of the monologue.
  • Analyze how a single stanza adds to an entire monologue.
  • Present to my peers about themes of adversity, figurative language, and word choice.
• Share with peers the Text-Dependent Questions that you completed yesterday (absent students are excused from this step)
• Receive M2 U2 Mid-Unit Assessment Study Guide for the upcoming assessment on 12/12-12/13

HW: Read “Pask, the Runaway” on pages 62-63 of Good Masters! Sweet Ladies! as a preview of the text you will be using in the Module 2: Mid-Unit 2 Assessment in Lesson 8 (Tuesday and Wednesday of next week). Begin to think about the figurative language, word choice, and themes of adversity in this text.

Week of 11/27-12/1

Monday, 11/27

• Share Hero's Journey narratives (if desired)

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Tuesday, 11/28

Library circulation

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Wednesday, 11/29

EL Module 2: Unit 2: Lesson 1:

• Receive Module 2: Unit 2 Learning Target Tracker
• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • I can describe how a monologue is used to convey a theme.
• Watch the Real Housewives of Good Masters! Sweet Ladies! video and notice who the characters are, where they lived on the manor, what challenges or adversities they faced, and how they communicate their stories
• Receive our Module 2 text, Good Masters! Sweet Ladies! Voices from a Medieval Village (If you are absent, you will receive this during class on the day that you return)
• If you are absent, these assignments will need to be done after you receive your book:
  • Read "Barbary, the Mud Slinger" on pages 45-49 of Good Masters! Sweet Ladies!
  • Use "Barbary, the Mud Slinger" to complete the graphic organizer on page 38 of your EL workbook, noticing the Thematic Statement at the top

HW: Choose any other monologue from Good Masters! Sweet Ladies! to read tonight. Write the adversities in that monologue on a sticky note. (Absent students are excused from homework tonight)

Thursday, 11/30

EL Module 2: Unit 2: Lesson 2:

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • I can read the monologue “Hugo, the Lord’s Nephew” for flow and for gist.
  • I can determine the adversities of the monologue “Hugo, the Lord’s Nephew.”
• Read "Hugo, the Lord's Nephew" on pages 2-4 of Good Masters! Sweet Ladies!, noticing the adversities Hugo faces throughout the monologue
• Write 3 gist statements for "Hugo, the Lord's Nephew": one for page 2, one for page 3, and one for page 4. Write them on sticky notes and put each note on its corresponding page
• Use "Hugo, the Lord's Nephew" to complete the graphic organizer on page 39 of your EL workbook (Do 2 adversities, each with its own text evidence and answer to the question "Does this adversity exist today?")

HW: Read "Giles, the Beggar" on pages 79-81 of Good Masters! Sweet Ladies! and complete the graphic organizer on page 40 of your EL workbook (Do 2 adversities, each with its own text evidence and answer to the question "Does this adversity exist today?")

Friday, 12/1

EL Module 2: Unit 2: Lesson 3:

• Write these learning targets on your M2 U2 Learning Target Tracker and highlight/circle key words:
  • I can determine the meaning of figurative language in the monologue “Hugo, the Lord’s Nephew.”
  • I can analyze how the author’s word choice affects the tone of the monologue “Hugo, the Lord’s Nephew.”
  • I can analyze how a single stanza (or sentence) adds to the whole monologue.
• Carefully read over the "Figurative and Literal Language Reference Sheet" on pages 41-43 of your EL workbook
• Use the Reference Sheet to complete the Figurative Language Graphic Organizer on page 44 of your EL workbook
• Complete the Text Dependent Questions on pages 45-46 of your EL workbook
• Reread "Hugo, the Lord's Nephew" and write down two words or phrases that suggest fear onto page 47 of your EL workbook (one word or phrase per column)

HW: Read "Thomas, the Doctor's Son" on pages 18-19 of Good Masters! Sweet Ladies! and complete the graphic organizer on page 48 of your EL workbook (Do 2 adversities, each with its own text evidence and answer to the question "Does this adversity exist today?")

Week of 11/20-11/24

Monday, 11/20

EL Module 2: Unit 1: Lesson 13:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Write the best draft of my essay.
  • Use transitional words and phrases to make my essay flow smoothly.
  • Provide constructive feedback to a peer.
• Turn in M2 U1 Learning Target Tracker (if you are absent, turn it into your class' tray on the day you return)
• Score and explain your scoring for your finished essay based on this M2 U1 End-of-Unit Assessment Adversity Essay Rubric (if you are absent, turn both of these papers into your class' tray on the day you return)

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Tuesday, 11/21 - Early Release Day: Periods 1, 2, 3, and 4

• Period 1: Silent, sustained reading (No makeup work necessary)
• Period 2: Activities with 7 Habits of Highly Effective Teens (No makeup work necessary)
• Periods 3 and 4: Teacher's choice enrichment activities (No makeup work necessary)

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Wednesday, 11/22 - Holiday

No school

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Thursday, 11/23 - Holiday

No school

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Friday, 11/24 - Holiday

No school

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Week of 11/13-11/17

Monday, 11/13

EL Module 2: Unit 1: Lesson 8:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Determine the meaning of words and phrases in an excerpt of text.
  • Explain how a section of text contributes to the meaning of the whole text.
  • Identify details in texts that answer my research question.
  • Identify the main idea of a text and summarize the relevant details for my research.
• Take Module 2: Unit 1: Mid-Unit Assessment (If you are absent, see Mrs. Parker during Homeroom on the day you return to make up this assessment)

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Tuesday, 11/14

• Finish the Module 2: Unit 1: Mid-Unit Assessment. Then:

EL Module 2: Unit 1: Lesson 9:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of the model essay.
  • Use a rubric to score a model essay and identify why the model is a good example.
• Carefully read the Model Essay on page 24 of your EL workbook.
• Study the rubric on pages 26 and 27 of your EL workbook. Follow the directions printed on those pages (Direction #6 on page 26 refers to the COMMAND OF EVIDENCE row on page 27).
• Complete page 28 by explaining in complete sentences why you scored the model paragraph the way you did.
• Complete page 29, which is referring to the Lords and Ladies texts that you wrote about as part of Lesson 6 and Lesson 7: Choose the 3 most remarkable adversities Lords and Ladies faced during the Middle Ages and write them on the lines provided.

HW: Finish EL workbook pages 26-29, if necessary.

Wednesday, 11/15

EL Module 2: Unit 1: Lesson 10:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Evaluate my research to choose the most relevant evidence for my essay.
  • Organize the evidence I have chosen into quote sandwiches.
• Copy the first adversity you mentioned on page 29 of your EL workbook into the "Introduce the Adversity" box on the top of EL workbook page 31.
• Use the Lords and Ladies Text Set to find one direct quote (word-for-word from the text) to support the adversity you wrote in the "Introduce the Adversity" box on page 31. Write name of the source and the direct quote into the middle box on EL workbook page 31.
• In the bottom box on EL workbook page 31, explain how the direct quote you chose illustrates the adversity. Use the sample on page 30 as a model.

HW: Finish any unfinished portion of EL workbook page 31.

Thursday, 11/16

EL Module 2: Unit 1: Lesson 11:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Use my quote sandwich organizers to draft the body paragraphs of my essay.
  • Maintain a formal style in my writing.
• Copy the second and third adversities you mentioned on page 29 of your EL workbook into the "Introduce the Adversity" boxes on the tops of EL workbook pages 32 (second), and 33 (third).
• Use the Lords and Ladies Text Set to find direct quotes (word-for-word from the text) to support the adversities you wrote in the "Introduce the Adversity" boxes on page 32-33. Write names of the sources and the direct quotes into the middle boxes on EL workbook page 32 and 33.
• In the bottom boxes on EL workbook pages 32 and 33, explain how the direct quotes you chose illustrate the adversities on those pages. Use the sample on page 30 as a model.
• Read EL workbook page 34 and notice the difference in style between Example 1 and Example 2: Example 1 is more formal, which is what readers expect from a research-based essay. Example 2 is too informal to be appropriate for a research-based essay.
• On the bottom half of EL workbook page 34, write 3 advantages to being a lord or lady in the Middle Ages (based on the information in the Lords and Ladies Text Set).

HW: Finish any unfinished portion of EL workbook pages 32-33, or the 3 advantages on page 34.

Friday, 11/17

EL Module 2: Unit 1: Lesson 12:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Draft the introduction and conclusion of my essay.
• Use your work on pages 31-33 of your EL workbook to complete all parts of this M2 U1 Adversity Essay Template. A set of directions is included on the first page, and the second two are for you to write on. If you are unable to print, recreate the format of pages 2 and 3 in a document that you can email to me, or on notebook paper.

HW: Finish the M2 U1 Adversity Essay Template by Monday, if necessary.

Week of 11/6-11/10

Monday, 11/6

EL Module 2: Unit 1: Lesson 4:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of Excerpt 2 of “Middle Ages,”
  • Determine the meaning of words and phrases in Excerpt 2 of “Middle Ages.”
  • Identify the adversity faces by specific groups of people in Excerpt 2 of “Middle Ages.”
• Read "Middle Ages" Excerpt 2 on pages 11-12 in your EL workbook
• Add 5 or more words from Excerpt 2 to your Word Catcher on page 4 of your EL workbook
• "Adversity" means difficulties or misfortune. Think to yourself about what specific adversities these types of people faced in the Middle Ages:
  • Merchants
  • Monks and nuns

HW: Finish the final draft of your Hero's Journey narrative, typed or neatly handwritten, by Tuesday, 11/7. Final drafts can be printed at home or in the media center, or they can be emailed to/shared with me via email: aparker3@wcpss.net

Tuesday, 11/7 *Final drafts of Hero's Journey narratives due today - printed or emailed/shared*

EL Module 2: Unit 1: Lesson 5:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Determine the main idea of Excerpt 2 of “Middle Ages.”
  • Summarize Excerpt 2 of “Middle Ages.”
  • Explain how a section of text contributes to the meaning of the whole of Excerpt 2 of “Middle Ages.”
• Use Excerpt 2 on pages 11-12 of your EL workbook to complete this Summary Graphic Organizer
• Turn your Summary Graphic Organizer into a paragraph that you'll write on a sheet of notebook paper (same steps as the graphic organizer and summary paragraph from Excerpt 1)

HW: Finish writing your Excerpt 2 Summary Graphic Organizer and Summary Paragraph for Excerpt 2

Wednesday, 11/8

EL Module 2: Unit 1: Lesson 6:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Collaborate to create group expectations.
  • Identify details in a text that answer my research question.
  • Summarize the relevant details for my research.
• Look at the "Researcher's Notebook" on pages 17-20 of your EL workbook and notice how all of the parts fit together
• If possible, print out and paste this Sample Researcher's Notebook over page 16 in your EL workbook. (If no printer is available, just view the sample online.)
• On page 17, for your refined research question, write, "What adversity did lords and ladies face in the Middle Ages?" You may choose to revise that question later, but start with that.
• Read Lords and Ladies Text 1 and use it to complete your Researcher's Notebook on page 18 of your EL workbook.
  • Use the sample on page 17 and/or linked above as a guide.

HW: Finish the Text 1 Researcher's Notebook on workbook page 18, if necessary.

Thursday, 11/9

EL Module 2: Unit 1: Lesson 7:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Identify details in a text that answer my research question.
  • Summarize the relevant details for my research.
• Read Lords and Ladies Text 2 and Lords and Ladies Text 3 and use them to complete your Researcher's Notebook on pages 19 (Text 2) and 20 (Text 3) of your EL workbook.
  • Use the sample on page 17 and/or linked under 11/8 as a guide.

HW: Finish the Text 2 and Text 3 Researcher's Notebooks on workbook pages 19-20, if necessary.

Friday, 11/10 - Holiday

No school

Week of 10/30-11/3

Monday, 10/30 - Greek Day!

• 1st-2nd: Olympic Games
• 3rd: Lunch & Crafts
• 4th & 5th: Electives
• 6th-7th: The Lightning Thief movie

HW: Finish the final draft of your Hero's Journey narrative, typed or neatly handwritten, by Tuesday, 11/7. Final drafts can be printed at home or in the media center, or they can be emailed to/shared with me via email: aparker3@wcpss.net

Tuesday, 10/31 - Teacher Workday

No school

HW: Finish the final draft of your Hero's Journey narrative, typed or neatly handwritten, by Tuesday, 11/7. Final drafts can be printed at home or in the media center, or they can be emailed to/shared with me via email: aparker3@wcpss.net

Wednesday, 11/1

EL Module 2: Unit 1: Lesson 1:

• (Module 2: Unit 1 Learning Target Trackers will be given out on Thursday with Lesson 1 pre-filled.)
• Complete all pages of M2 U1 L1 Activities

HW: Finish the final draft of your Hero's Journey narrative, typed or neatly handwritten, by Tuesday, 11/7. Final drafts can be printed at home or in the media center, or they can be emailed to/shared with me via email: aparker3@wcpss.net

Thursday, 11/2

EL Module 2: Unit 1: Lesson 2:

• Receive Module 2: Unit 1 Learning Target Tracker
• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Find the gist of Excerpt 1 of “Middle Ages.”
  • Determine the meaning of words and phrases in Excerpt 1 of “Middle Ages.”
  • Identify the adversity faced by specific groups of people in Excerpt 1 of “Middle Ages.”
• Receive EL Module 2 Student Workbook
• Reread "Middle Ages" Excerpt 1 on page 2 of your EL workbook
• Add 5 or more words from Excerpt 1 to your Word Catcher on page 4 of your EL workbook
• "Adversity" means difficulties or misfortune. Think to yourself about what specific adversities these types of people faced in the Middle Ages:
  • Knights and barons
  • Lord’s wife
  • Women
  • Upper-class girls, and
  • Serfs

HW: Finish the final draft of your Hero's Journey narrative, typed or neatly handwritten, by Tuesday, 11/7. Final drafts can be printed at home or in the media center, or they can be emailed to/shared with me via email: aparker3@wcpss.net

Friday, 11/3

EL Module 2: Unit 1: Lesson 3:

• Write these learning targets on your M2 U1 Learning Target Tracker and highlight/circle key words:
  • Determine the main idea of Excerpt 1 of “Middle Ages.”
  • Summarize Excerpt 1 of “Middle Ages.”
  • Explain how a section of text contributes to the meaning of the whole of Excerpt 1 of “Middle Ages.”
• Notice the difference between a main idea and a summary: a main idea is an idea that runs throughout the text; there can be more than one main idea in a text. A summary is an outline of the key points and details in a text.
• Reread Excerpt 1 on page 2 and make gist notes after each paragraph. Use your gist notes to fill in all six of the "Key detail" boxes in the summary graphic organizer on page 9 of your EL workbook, and then come up with a main idea statement to write in the circle at the top of page 9.
• Turn the graphic organizer on page 9 of your EL workbook into a summary paragraph that you'll write on page 8 of your EL workbook (ignore the printed directions there - just use the lines for your summary paragraph).

HW: Finish the final draft of your Hero's Journey narrative, typed or neatly handwritten, by Tuesday, 11/7. Final drafts can be printed at home or in the media center, or they can be emailed to/shared with me via email: aparker3@wcpss.net

Week of 10/23-10/27

Monday, 10/23

EL Module 1: Unit 3: Lesson 5:

• Write these learning targets on your M1 U3 Learning Target Tracker and highlight/circle key words:
  • Use precise words and phrases and sensory language to convey experiences and events in my hero’s journey narrative.
• Read pages 115 and 116 in your EL workbook, noticing the differences between Version 1 and Version 2. As you move into your final draft in the coming days, keep the elements of an engaging story in mind.
• Continue writing your rough draft of your hero's journey narrative by completing the last three stages, "Road of Trials" (8+ sentences), "Supreme Ordeal" (5+ sentences), and "Magic Flight/Master of Two Worlds/Restoring the World" (5+ sentences).

HW:

1. Finish writing your Hero's Journey narrative rough draft on notebook paper by Wednesday, 10/25.

2. All late work for Q1 must be turned in by the start of class on Wednesday, 10/25.

3. Signed Lightning Thief movie permission slips are due no later than Friday, 10/27.

4. If participating, 40 Book Challenge Reading Logs are due Friday, 10/27.

Tuesday, 10/24

Book Fair!

HW:

1. Finish writing your Hero's Journey narrative rough draft on notebook paper by Wednesday, 10/25.

2. All late work for Q1 must be turned in by the start of class on Wednesday, 10/25.

3. Signed Lightning Thief movie permission slips are due no later than Friday, 10/27.

4. If participating, 40 Book Challenge Reading Logs are due Friday, 10/27.

Wednesday, 10/25

EL Module 1: Unit 3: Lesson 6:

• Write these learning targets on your M1 U3 Learning Target Tracker and highlight/circle key words:
  • Compare/contrast analytical and narrative conclusions.
  • Identify compelling qualities in a model narrative conclusion.
  • Write a compelling conclusion for my hero’s journey narrative.
  • Use criteria to provide kind, specific, and helpful feedback.
• Read over your completed final draft and write yourself 2 "Stars" (things you did well) and one "Step" (something you can improve upon) on page 120 in your EL workbook.

HW:

1. Read your 40 Book Challenge book and update 40 Book Challenge reading log, which is due Friday, 10/27 if you are participating for Q1.

2. Signed Lightning Thief movie permission slips are due no later than Friday, 10/27.

Thursday, 10/26 *BYOD*

EL Module 1: Unit 2: Lesson 7:

• Write these learning targets on your M1 U3 Learning Target Tracker and highlight/circle key words:
  • Use transitional words and phrases to move my story from one moment to the next.
  • Use my draft to write a final, best version of my hero’s journey narrative.
• Using the feedback you received yesterday, begin writing the final draft of your Hero's Journey narrative

HW:

1. Read your 40 Book Challenge book and update 40 Book Challenge reading log, which is due Friday, 10/27 if you are participating for Q1.

2. Signed Lightning Thief movie permission slips are due no later than Friday, 10/27.

Friday, 10/27 *BYOD*

EL Module 1: Unit 2: Lesson 7 (continued):

• Continue writing the final draft of your Hero's Journey narrative
  • Formatting requirements:
    • Double-spaced
    • Size 12 Times New Roman font (black)
    • 1" margins
    • Indent new paragraphs
    • Heading in top left corner:
      • (Your Full Name)
      • Mrs. Parker
      • Period (#)
      • (Numerical Day) (Name of Month) 2017, ex. "27 October 2017"
    • Title centered below heading on new line

HW: Finish the final draft of your Hero's Journey narrative, typed or neatly handwritten, by Tuesday, 11/7. Final drafts can be printed at home or in the media center, or they can be emailed to/shared with me via email: aparker3@wcpss.net

Week of 10/16-10/20

Monday, 10/16

EL Module 1: Unit 3: Lesson 2:

• Receive new M1 U3 Learning Target Tracker
• Write these learning targets on your M1 U3 Learning Target Tracker and highlight/circle key words:
  • Analyze the story line of a model narrative.
  • Use “THJ” to describe how the model narrative follows the hero’s journey archetype.
  • Use the notes on my Hero’s Journey graphic organizer to begin to plan my own narrative.
• Reread Act 3 of "The Hero's Journey" on page 19 in your EL workbook and think about how Percy's experiences align with the stages in Act 3.
• With Percy's hero's journey in The Lightning Thief in mind as a sample, plan out your own original Hero's Journey narrative on pages 110-112 in your EL workbook (ignore the column that says "Writer's Craft Ideas")
• Receive Library Log for tomorrow's media center visit. Bring this with you to the library!

HW: Finish planning out your own original Hero's Journey narrative on pages 110-113 in your EL workbook

Tuesday, 10/17

Library circulation

• Turn in your completed Library Log to your teacher

HW: Read your 40 Book Challenge book and update 40 Book Challenge reading log

Wednesday, 10/18*

*Period 7 will be taking part in an abbreviated form of 10/18's activities AND 10/19's activities on 10/19 due to the pep rally today.

EL Module 1: Unit 3: Lesson 3:

• Write these learning targets on your M1 U3 Learning Target Tracker and highlight/circle key words:
  • Explain in writing how my plan for a hero’s journey narrative aligns with the archetype for “THJ.”
  • Establish a context for my hero’s journey narrative in a way that engages and orients the reader.
• Take Module 1: Unit 3: Mid-Unit Assessment (a paragraph explaining how your hero's journey narrative aligns to two of "The Hero's Journey" stages -- if you are absent, see Mrs. Parker during Homeroom on the day you return to make up this assessment)
• Read the first two paragraphs of the model narrative on page 107 in your EL workbook, noticing how the narrative "The Golden Key" introduces readers to its ordinary world.
• Using the model narrative as a sample, write "The Ordinary World" portion of your rough draft of your hero's journey narrative on notebook paper - at least 5 sentences.

HW: Finish writing "The Ordinary World" portion of your rough draft of your hero's journey narrative on notebook paper - at least 5 sentences. Due tomorrow!

Thursday, 10/19*

*Period 7 will be taking part in an abbreviated form of 10/18's activities AND 10/19's activities all on 10/19 due to the pep rally yesterday.

EL Module 1: Unit 2: Lesson 4:

• Write these learning targets on your M1 U3 Learning Target Tracker and highlight/circle key words:
  • Set goals for myself as a writer.
  • Use feedback from my Hero’s Journey graphic organizer to make revisions to my plan.
  • Use my plan to draft my hero’s journey narrative.
• Decide what you want to accomplish through this narrative process. (Get an "A"? Write a compelling character? Stay true to the key elements of mythology?)
• Write "The Call to Adventure," "Entering the Unknown," and "Supernatural Aid/Meeting with the Mentor/Allies and Helpers" portions of your rough draft of your hero's journey narrative on notebook paper - at least 4 sentences per section for these three stages.

HW: Finish writing "The Call to Adventure," "Entering the Unknown," and "Supernatural Aid/Meeting with the Mentor/Allies and Helpers" portions of your rough draft of your hero's journey narrative on notebook paper by Monday - at least 4 sentences per stage.

Friday, 10/20 - Early Release Day: Periods 1, 5, 6, and 7

• Period 1: Silent, sustained reading (No makeup work necessary)
• Period 5: Teacher's choice enrichment activities (No makeup work necessary)
• Periods 6 and 7: Activities with 7 Habits of Highly Effective Teens (No makeup work necessary)

HW:

1. Read your 40 Book Challenge book and update 40 Book Challenge reading log

2. Continue to finish writing "The Call to Adventure," "Entering the Unknown," and "Supernatural Aid/Meeting with the Mentor/Allies and Helpers" portions of your rough draft of your hero's journey narrative on notebook paper by Monday - at least 4 sentences per stage.

Week of 10/9-10/13

Monday, 10/9

EL Module 1: Unit 2: Lesson 8:

• Write these learning targets on your M1 U2 Learning Target Tracker and highlight/circle key words:
  • Explore how the allusion to the myth of Prometheus improves my understanding of TLT.
  • Explain how key vocabulary adds to meaning in an excerpt of TLT.
  • Get the gist of the myth of Prometheus.
• Paste M1 U2 L7 Model Mini-Essay over the existing page 55 in your EL workbook. (If no printer is available, view the document and ask Mrs. Parker for a copy when you return to class)
• Read the revised M1 U2 L7 Model Mini-Essay, noticing how the model mini-essay uses details from the myth of Cronus to explain how the myth contains the elements of mythology and communicates a theme.
• Paste M1 U2 L7 Theme Graphic Organizer - Pre-Filled over the existing page 57 in your EL workbook. Notice how the boxes on the graphic organizer are pieces of the Model Mini-Essay, as you will be completing your own graphic organizer in the coming days. (If no printer is available, view the document and ask Mrs. Parker for a copy when you return to class)
• Read the myth of Prometheus on page 61 of your EL workbook.
  • Use the myth of Prometheus and your samples to decide on an element of mythology present in the myth. Write that element on the top of page 63 in your EL workbook.
  • Find two quotes from Prometheus to support the element of mythology you chose. Write them into the "Detail" box on page 63.
  • In the "My Thinking..." boxes, explain how each detail aligns to your element/topic that you wrote at the top.

HW: Read The Lightning Thief chapter 17 by Tuesday, 10/10 (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 17)

Tuesday, 10/10

EL Module 1: Unit 2: Lesson 9:

• Write these learning targets on your M1 U2 Learning Target Tracker and highlight/circle key words:
  • Reflect on the things close readers do.
  • Use details to make a claim about the elements of mythology in Prometheus.
  • Use details to make a claim about a theme of the Prometheus.
• Use the myth of Prometheus on page 61 of your EL workbook to finish the chart on page 63 and then move onto completing page 64 (second-draft of ideas from page 63).

HW: Read The Lightning Thief chapter 18 by Wednesday, 10/11 (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 18)

Wednesday, 10/11

EL Module 1: Unit 2: Lesson 10:

• Write these learning targets on your M1 U2 Learning Target Tracker and highlight/circle key words:
  • Use a model text to guide my writing.
  • Plan and draft my analytical mini-essay.
  • Identify and write clearly about the elements of mythology.
  • Identify and write clearly about a theme.
  • Support my thinking with details from the text.
• Use the model paragraph on page 55 and your own work on pages 63 and 64 to complete the mini-essay on pages 65-67 in your EL workbook.
• Do a self-check of your writing on pages 65-67 using Mini-Essay Review Form.

HW: Read The Lightning Thief chapter 19 by Thursday, 10/12 (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 19)

Thursday, 10/12

EL Module 1: Unit 2: Lesson 11:

• Write these learning targets on your M1 U2 Learning Target Tracker and highlight/circle key words:
  • Use a model text to guide my writing of an analytical mini-essay.
  • Use feedback to write a final draft of an analytical mini-essay about Prometheus.
• Turn in M1 U2 Learning Target Tracker (If you are absent, turn your LTT in to your class' tray on the day you return)
• Use the feedback from page 68 in your EL workbook to take M1 U2 Assessment, which is the final draft of your writing on pages 65-67. (If you are absent, see Mrs. Parker during Homeroom on the day you return to make up this assessment)

HW: Read The Lightning Thief chapter 20 by Friday, 10/13 (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 20)

Friday, 10/13

EL Module 1: Unit 3: Lesson 1:

• (Module 1: Unit 3 Learning Target Trackers will be given out on Monday with Lesson 1 pre-filled.)
• Complete all pages of M1 U3 L1 Activities

HW: Read The Lightning Thief chapters 21 and 22 by Monday, 10/16 (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 21 and chapter 22)

Week of 10/2 - 10/6

Monday, 10/2

EL Module 1: Unit 2: Lesson 3:

• Write these learning targets on your M1 U2 Learning Target Tracker and highlight/circle key words:
  • Answer questions about the myth of Cronus using evidence from the text.
  • Use context clues to determine the meaning of unknown words.
  • Collaborate to determine themes.
  • Explain how a theme in Cronus is connected to TLT.
• Read the definition of theme: "A theme is a significant idea or lesson conveyed in a text. It is a message the author conveys through important details or events." One of the reasons literature is so powerful is that through entertaining stories, readers are invited to think about those truths that make us human and our experiences universal. A universal theme is one that has meaning to people across time and cultures.
  • A topic of "Cronus" could be "Parent-Child Relationships." Write that at the top of page 44 in your EL workbook.
  • A theme of "Cronus" could be "A mother will put her love for her children above every other relationship." Write that theme underneath the question at the bottom of page 44 in your EL workbook.
    • Notice that the thematic statement is a complete sentence that conveys a complete idea about the topic. To find the theme of a story, ask yourself, "What idea or lesson does this story communicate about the topic?"
• Complete page 48 in your EL workbook

HW:

1. Do a first-read of The Lightning Thief chapter 12, flagging important events that occur in the chapter; "important" events can include but are not limited to: moments in which a character realizes something important, moments in which the plot changes, or moments that change the relationship between characters (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 12 using this link)
2. Then complete page 49 in your EL workbook.

Tuesday, 10/3

Library circulation

HW: Catch up on any missed reading; update 40 Book Challenge reading log

Wednesday, 10/4

EL Module 1: Unit 2: Lessons 4 and 5:

• Write these learning targets on your M1 U2 Learning Target Tracker for Lesson 4 and highlight/circle key words:
  • Make comparisons between ideas in the myth of Cronus and “Shrouded in Myth.”
  • Get the gist of sections of “The Key Elements of Mythology.”
  • Reflect on things that close readers do.
• Write these learning targets on your M1 U1 Learning Target Tracker for Lesson 5 and highlight/circle key words:
  • Collaborate to create word models for key vocab in mythology.
  • Explain the meaning of key vocab in mythology.
• Use the following pairs of quotes to complete page 50 in your EL workbook:

1.

"A long, long time ago even before Perseus was born, his grandfather, Acrisios, the king of Argos, was given a prophecy that he would someday be killed by his grandson." ("Shrouded in Myth")

"Cronus, afraid that his children might one day rise up against his authority, as he had against his own father, Uranus. His father had predicted that this would happen." ("Cronus")

2.

"Zeus had been watching Danae and thought that she was stunning -- too beautiful to resist. He turned himself into a golden rain and poured through the bronze bars in the roof of her elaborate dungeon." ("Shrouded in Myth")

"When it came to Zeus, her sixth and last child, Rhea was determined to save one child at least, to love and cherish. She asked her parents, Uranus and Gaea, for advice and assistance. They told her to wrap a stone in baby-clothes and give it to Cronus. She did, and he swallowed the stone without noticing the deception." ("Cronus")

3.

"To protect himself from his fate, the terrified kind imprisoned his only daughter, Danae, in an underground dungeon, so that she could never marry or have children." ("Shrouded in Myth")

"In order to be sure that he kept power and the prophecy did not come true, Cronus attempted to escape fate by swallowing each child as soon as it was born." ("Cronus")

4.

"Outraged, as well as frightened when he learned of a grandson's birth, Acrisios enclosed mother and son in a chest, which he flung into the sea." ("Shrouded in Myth")

"Anxious to keep the secret of his existence from Cronus, Rhea sent the infant Zeus secretly to Crete, where he was fed, protected, and educated." ("Cronus")

• Read the elements of mythology on pages 51-52 of your EL workbook and think about the times you have seen those elements at work in the myths we've read so far, and in The Lightning Thief.
• View this sample of a Word Model.
• Read the definitions of the words below and then make your own Word Model on an index card or half-sheet of paper using one of these words (choose your favorite):

Supernatural: above or beyond the laws of nature

Origin: the point or place where something begins

Separation: the state of being alone or divided from something else

Duality: the state of being divided into two parts

Fate: an outcome that is destined to happen

Prophecy: a prediction of something to come

Power: possession of control, authority, or influence over others

Allusion: a reference in one work to something about another work

HW:

1. Do a first-read of The Lightning Thief chapters 13 and 14, flagging 3+ allusions to classic myths (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 13 and chapter 14)

2. Also finish the Word Model, if necessary.

Thursday, 10/5

EL Module 1: Unit 2: Lesson 6:

• Write these learning targets on your M1 U2 Learning Target Tracker and highlight/circle key words:
  • Answer questions about the myth of Cronus using evidence from the text.
  • Use context clues to determine the meaning of unknown words.
  • Collaborate to determine themes in Cronus.
  • Explain how a theme in Cronus is connected to a theme in TLT.
• Read the following pairs of quotes and notice how the quote from Cronus aligns to the element of mythology in its pair:

1.

Cronus: “But Rhea mourned. Her five sisters, who had married the five other Titans, were surrounded by their Titan children, while she was all alone.”

“The Key Elements of Mythology”: “Some of the characters in myths are often non-human even though they possess human qualities and emotions. These characters might include gods, goddesses, and supernatural beings.”

2.

Cronus: "But Cronus did not set his monstrous brothers free, and Mother Earth was angry with him and plotted his downfall."

“The Key Elements of Mythology”: "The struggle for power in a myth occurs between two opposing forces. The struggle for power may be between two supernatural forces, a supernatural force and a mortal, or two members of a single family and may be a result of jealousy, for example."

3.

Cronus: "Cronus was now the lord of the universe. He sat on the highest mountain and ruled over heaven and earth with a firm hand."

“The Key Elements of Mythology”: "These non-human characters often possess super-human powers and use them to interact with our human world by, for example, controlling the weather. Gods and goddesses may also visit our world by disguising themselves in different forms."

4.

Cronus: "But she knew that one of his sons would be stronger than he, just as Cronus had been stronger than his father. Cronus knew it too, so every time his Titaness-wife Rhea gave birth, he took the newborn god and swallowed it. With all of his offspring securely inside him, he had nothing to fear."

“The Key Elements of Mythology”: "The idea of fate, and its overwhelming power, is a central theme in many myths. Neither gods nor man seem to be able to escape fate, despite many attempts to do so. Making this theme even more prominent, many myths begin with a prophecy. This prophecy then shapes the actions and interactions of the various characters of the myth."

HW: Do a first-read of The Lightning Thief chapters 15, flagging 3+ allusions to classic myths (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 15)

Friday, 10/6

EL Module 1: Unit 2: Lesson 7:

• Write these learning targets on your M1 U2 Learning Target Tracker and highlight/circle key words:
  • Describe the structure of an analytical mini-essay.
  • Describe the details the author used to make a claim about the elements of a myth.
  • Describe the details the author used to make a claim about the theme of a myth.
  • Explain why an author chose particular details to support a claim.
• Using this Connecting Elements of Mythology to Theme as a sample, repeat the steps from the sample with the set of quotes below to complete page 54 in your EL workbook:
  • Cronus: “But Rhea mourned. Her five sisters, who had married the five other Titans, were surrounded by their Titan children, while she was all alone.”
  • “The Key Elements of Mythology”: “Some of the characters in myths are often non-human even though they possess human qualities and emotions. These characters might include gods, goddesses, and supernatural beings.”
• Read page 55 in your EL workbook, noticing how the model analytical essay uses details from the myth of Cronus to explain how the myth contains the elements of mythology and communicates a theme.
  • Periods 1 & 7 only: Use the first full paragraph on page 55 of your EL workbook to fill in the chart on page 56. The top boxes are for paraphrasing the two quotes in the paragraph on 55. The bottom two boxes are for writing the element of mythology that each quote aligns to based on the explanations in the paragraph, followed by a brief paraphrase of the explanation in the paragraph.

HW:

1. Do a first-read of The Lightning Thief chapter 16, flagging 3 allusions to classic myths and 4 new or challenging vocabulary words (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 16)

2. Use your flags to complete page 58 in your workbook

Week of 9/25 - 9/29

Monday, 9/25

EL Module 1: Unit 1: Lesson 13 (part 1):

• Write these learning targets on your M1 U1 Learning Target Tracker and highlight/circle key words:
  • Select evidence that shows how Percy is on a hero’s journey
  • Write a summary of an excerpt from TLT
  • Write a paragraph explaining how Percy’s experiences align with the hero’s journey
• Take Module 1: Unit 1 End-of-Unit Assessment (If you are absent, see Mrs. Parker during Homeroom on the day you return to make up this assessment)

HW: Do a first-read of The Lightning Thief chapter 9 (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 9 using this link)

Tuesday, 9/26

EL Module 1: Unit 1: Lesson 12 (part 2):

• Finish Module 1: Unit 1 End-of-Unit Assessment

HW: Catch up on reading or reread The Lightning Thief chapter 9

Wednesday, 9/27

EL Module 1: Unit 2: Lesson 1

• Write these learning targets on your M1 U2 Learning Target Tracker (received today) and highlight/circle key words:
  • Make inferences about Percy based on details from the text.
  • Use text details to determine the main ideas in “Myths and Legends.”
• Complete page 37 in your EL workbook: Write one trait or characteristic Percy possesses in the box at the top left, and then write an explanation for your thinking in the wide box below it
• Read page 38 in your EL workbook, and then use that page to complete pages 40-41

HW: Read Chapter 10 of The Lightning Thief, flagging the reference to Cronus/Kronos (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 10 using this link)

Thursday, 9/28

EL Module 1: Unit 2: Lesson 2:

• Write these learning targets on your M1 U2 Learning Target Tracker and highlight/circle key words:
  • Use details from images to make predictions about the myth of Cronus.
  • Get the gist of the myth of Cronus.
  • Reflect on the things that close readers do.
• Use the excerpt on EL workbook page 45 and use it to answer the question at the bottom of page 46
• Read page 44 in your EL workbook and complete the question at the bottom

HW:

Do a first-read of The Lightning Thief chapter 11, flagging any references to classic myths (If you do not have your book or could benefit from auditory reinforcement, listen to chapter 11 using this link)

Friday, 9/29 - Early Release Day: Periods 1, 2, 3, and 4

• Period 1: Silent, sustained reading (No makeup work necessary)
• Period 2: Teacher's choice enrichment activities (No makeup work necessary)
• Periods 3 and 4: Activities with 7 Habits of Highly Effective Teens (No makeup work necessary)

HW: Catch up on any missed reading; update 40 Book Challenge reading log

Week of 9/18 - 9/22

Monday, 9/18

EL Module 1: Unit 1: Lesson 10:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Explain the relationship between a quote from TLT and “THJ”
  • Select evidence from “THJ” that aligns with TLT
  • Write a paragraph to describe how excerpts in TLT align to “THJ,” citing evidence from both texts
• Complete page 26 in your EL workbook

HW: Do a first-read of The Lightning Thief chapter 6, marking 3-6 passages that show Percy facing and responding to challenges by reusing the evidence flags from previous chapters (If you need more evidence flags, use regular post-its or slips of paper) (If you do not have your book, listen to chapter 6 using this link)

Tuesday, 9/19

Library circulation

HW: Catch up on any missed reading; update 40 Book Challenge reading log

Wednesday, 9/20

EL Module 1: Unit 1: Lesson 11:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Get the gist of an excerpt from TLT
  • Answer questions using evidence about an excerpt from TLT
  • Select evidence from both TLT and “THJ” that shows how Percy is on a hero’s journey
• Complete page 30 in your EL workbook
• Underneath question #2 in your EL workbook, write a 1-2 sentence gist of chapter 6
• Write on a sticky note, index card, or piece of paper: One challenge Percy faces in chapter 6, and his response to that challenge (use your evidence flags from last night's chapter 6 reading). Think to yourself about what we can infer about Percy's personality based on how he responded to the challenge.

HW: Do a first-read of The Lightning Thief chapter 7, marking 3-6 passages that show Percy facing and responding to challenges by reusing the evidence flags from previous chapters (If you need more evidence flags, use regular post-its or slips of paper) (If you do not have your book, listen to chapter 7 using this link)

Thursday, 9/21 - Teacher Workday

No school

HW: Catch up on any missed reading; update 40 Book Challenge reading log

Friday, 9/22

EL Module 1: Unit 1: Lesson 12:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Select evidence from both TLT and “THJ” that shows how Percy is on a hero’s journey
  • Write a paragraph describing how Percy’s experiences align with “THJ”
• Study Writing with Evidence page 1, noticing how Percy's experience aligns to the stage of "The Hero's Journey."
• Study Writing with Evidence page 2, noticing how the evidence from "The Hero's Journey" and The Lightning Thief is used in a paragraph to support the claim that Percy is on a hero's journey.
• Study Writing with Evidence page 3 as another example of how evidence from our two sources can be used to support the same claim of Percy being on a hero's journey.
• Receive M1 U1 End of Unit Study Guide

HW: While reading The Lightning Thief chapter 8 (link to listen), complete all tasks detailed on the M1 U1 End of Unit Study Guide (linked above) to prepare you for your end-of-unit test on Monday, 9/25 Also complete any unfinished Learning Targets from lessons 1-12, as the Learning Target Tracker will be collected on Monday, 9/25 as well.

Week of 9/11 - 9/15

Monday, 9/11

EL Module 1: Unit 1: Lesson 5:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Get the gist of an excerpt of The Lightning Thief
  • Make inferences about Percy using evidence
  • Cite evidence when answering questions about Percy's character
• Complete page 12 in your EL workbook
• Review M1 Mid-U1 Study Guide, which will prepare you for the assessment on Wednesday, 9/13

HW: Do a first-read of The Lightning Thief chapter 4, using the M1 Mid-U1 Study Guide to direct your reading tonight. (If you need more evidence flags, use regular post-its or slips of paper) (If you do not have your book, listen to chapter 4 using this link)

Tuesday, 9/12

EL Module 1: Unit 1: Lesson 6:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Determine the meaning of words using prefixes and context clues
  • Cite evidence when answering questions about Percy's character
• Browse page 14 in your EL workbook.
  • This page contains the most common prefixes (a letter or group of letters attached to the beginning of a word that partly indicates its meaning) in the English language. For example, consider how adding the prefix "un" to the word "expected" changes the word's meaning.
• Use page 14 and the note above to complete page 15 in your EL workbook
• Answer these questions on a sheet of notebook paper:
  1. What is an example of a challenge Percy faces in pages 38-40? How does he respond?
  2. What does Percy say on page 39 that he regrets? What does this tell the reader about him?
  3. How does Percy’s mom describe his dad in the scene on page 38?
  4. At the bottom of page 39, Percy says he’s “not normal.” What does he mean? Why does he say it?
  5. Turn to workbook page 14. What prefixes on that page could Percy have added to the word “normal” to mean the same as “not normal”?

HW: Tomorrow you will take a mid-unit assessment. To prepare, continue to review M1 Mid-U1 Study Guide and catch up on any reading you may have missed.

Wednesday, 9/13

EL Module 1: Unit 1: Lesson 7:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Cite evidence when answering questions and discussing a new section of TLT
  • Cite evidence to make inferences about Percy
  • Produce clear writing about my reading of TLT
• Take Module 1: Unit 1 Mid-Unit Assessment (If you are absent, see Mrs. Parker during Homeroom on the day you return to make up this assessment)
• Complete page 16 in your EL workbook

HW: If necessary, finish page 16 in your EL workbook (If you forgot your workbook, answer this question on notebook paper: What or who do you think of when you think of the word "hero"? Provide reasons or examples to support your response.)

Thursday, 9/14

EL Module 1: Unit 1: Lesson 8:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Practice reading closely
  • Get the gist of an excerpt of “The Hero’s Journey”
  • Gather important details and determine the main idea of an excerpt of “THJ”
  • Identify the characteristics of a strong paragraph
• Read Introduction and Act 1 "The Hero's Journey" on pages 17-18 in your EL workbook
• Use pages 17-18 to complete the first two rows, Introduction and Separation on page 21 of your EL workbook

HW: Read Acts 2 and 3 of "The Hero's Journey" on pages 19-20 in your EL workbook

Friday, 9/15

EL Module 1: Unit 1: Lesson 9:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Practice reading closely
  • Gather important details and determine the main idea of an excerpt of “THJ”
  • Use multiple strategies to determine the meaning of unfamiliar words in “THJ”
  • Make connections between Percy Jackson and “THJ”
• Use pages 19-20 to complete the last two rows, Initiation & Transformation and The Return, on page 21 of your EL workbook
• Read the model paragraph on page 22 of your EL workbook. Ask yourself “What is the purpose of this paragraph? What does the author want the reader to learn or understand?” A good answer would be that the author wants the reader to understand how The Lightning Thief connects to "The Hero’s Journey." With that in mind, underline any important words or phrases the author used in the paragraph to achieve that purpose.
• Complete page 24 in your EL workbook

HW:

• Do a first-read of The Lightning Thief chapter 5, marking 3-6 passages that show Percy facing and responding to challenges by reusing the evidence flags from previous chapters (If you need more evidence flags, use regular post-its or slips of paper) (If you do not have your book, listen to chapter 5 using this link)
• Also finish workbook pages 21 and 24 if not finished in class today -- use educated guesses

Week of 9/4 - 9/8

Monday, 9/4

No school

Tuesday, 9/5

Library circulation day

HW: None :)

Wednesday, 9/6

Each student will receive his/her copy of The Lightning Thief (see Mrs. Parker if you are absent)

EL Module 1: Unit 1: Lesson 2:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Cite evidence from the text when answering questions
  • Use context clues to determine the meaning of unfamiliar words
  • Collaborate effectively with my peers
  • Express myself clearly in a group discussion
• Answer these questions on a sheet of notebook paper:
  1. What makes Acrisios sure he will never have a grandson?
  2. Why was Zeus so drawn to Danae? How did Zeus get to her?
  3. Is this a realistic story? Why or why not?
  4. How was the prophecy from the beginning of the story fulfilled?
  5. Is Perseus a hero? What evidence supports your opinion?

HW: Do a first-read of The Lightning Thief chapter 1, "I Accidentally Vaporize My Pre-Algebra Teacher" (If you do not have your book, listen to chapter 1 using this link)

Thursday, 9/7

EL Module 1: Unit 1: Lesson 3:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Make inferences about Percy to understand him as the narrator
  • Cite evidence when answering questions and discussing Percy's character
  • Follow our Triad Talk Expectations
• Complete page 6 in your EL workbook

HW: Do a first-read of The Lightning Thief chapter 2, "Three Old Ladies Knit the Socks of Death," following the directions on page 8 of your EL notebook to use "evidence flags" (small strips of paper or sticky notes) to mark 3-4 passages that show Percy facing and responding to challenges (If you do not have your book, listen to chapter 2 using this link)

Friday, 9/8

EL Module 1: Unit 1: Lesson 4:

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Make inferences about Percy using text evidence
  • Use context clues to determine the meaning of unfamiliar words
  • Cite evidence from the text when answering questions about Percy's character
  • Follow our Triad Talk Expectations
• Complete pages 9 and 10 in your EL workbook

HW: Do a first-read of The Lightning Thief chapter 3, "Grover Unexpectedly Loses His Pants," marking 3-6 passages that show Percy's thoughts by reusing the evidence flags from chapters 1 and 2 (If you need more evidence flags, use regular post-its or slips of paper) (If you do not have your book, listen to chapter 3 using this link)

Week of 8/28 - 9/1

Monday, 8/28

Use "What If?s" policies and procedures page to answer questions on "What If?s" Scavenger Hunt

Receive 6th ELA Common Letter and Syllabus to have signed and returned by 9/1

HW: Return signed syllabus by 9/1

Tuesday, 8/29

Growth mindset activities (No makeup work necessary)

HW: Return signed syllabus by 9/1

Wednesday, 8/30

Growth mindset activities (No makeup work necessary)

HW: Return signed syllabus by 9/1

Thursday, 8/31

Growth mindset activities (No makeup work necessary)

HW: Return signed syllabus by 9/1

Friday, 9/1

Due today: Signed syllabus

Receive EL Education materials (see Mrs. Parker if you were absent)

EL Module 1: Unit 1: Lesson 1

• Write these learning targets on your Learning Target Tracker and highlight/circle key words:
  • Get the gist of "Shrouded in Myth"
  • Identify unfamiliar vocabulary in "Shrouded in Myth"
  • Collaborate effectively with my peers

HW: None :)