MS. EL SHAFIE'S ENGLISH LANGUAGE ARTS AND SOCIAL STUDIES WEBSITE
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Be aware all plans are subject to adjustment based upon student needs.
Week of March 11-15 Learning Targets: *I continue to analyze/understand the different mediums used to present an idea. *I can evaluate the advantages and disadvantages of using different mediums to present information on the civil rights movement. *I can use evidence from Little Rock Girl 1957 to support my understanding of the text and build background knowledge of the civil rights movement. * I can determine if sentences are in the conditional or subjunctive mood. I can analyze *Dr. Martin Luther King, Jr.’s use of the conditional and subjunctive moods in his speech.
Week of February 18 and Feb 26 Learning Targets: *I can use evidence from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South. *I can use evidence from Brown v. Board of Education to support my understanding of the A Mighty Long Way and the desegregation of schools in the South. I can analyze the connection between Brown v. Board of Education and Carlotta’s experiences. *I can understand different mediums and their advantages and disadvantages. *I can use evidence from Dr. King’s Montgomery Bus Boycott speech to support my understanding of the text and build background knowledge of the civil rights movement. * I can find the gist of Dr. King’s Montgomery Bus Boycott speech as well as figurative language used to help me understand why the NAACP used the strategy of boycott to help end segregation in transportation.
Track out January 28-February 15
Week of January 21-25 Per 5 Completed Module 3 and Mod 3 Unit 1 Assessment Seminar Per 8 Complete Module 3 Lesson through lesson 10
week of January 14-18 2019
Monday, 1/14 -Tuesday 1/15 (Module 3 Lesson 7) Learning Targets: I can cite evidence to analyze the importance of the Plessy v. Ferguson case. I can determine the court’s point of view in its decision on the Plessy v. Ferguson case. I can analyze how the authors of the court’s decision and the dissenting opinion on Plessy v. Ferguson disagree on matters of interpretation. Homework: Per 5: Review notes in workbook on p.25-28 and p35-38 and prepare for Mid Unit Assessment. Per 8: 1.Reread Plessy v. Ferguson: Key Excerpts from the Dissenting Opinion. 2. Complete The Dissenting Opinion (page 43) 3. Complete the final question on The Court’s Decision(page 34).
Wednesday, 1/15 Learning Targets: I can cite evidence to analyze the importance of the Plessy v. Ferguson case. I can determine the court’s point of view in its decision on the Plessy v. Ferguson case. I can analyze how the authors of the court’s decision and the dissenting opinion on Plessy v. Ferguson disagree on matters of interpretation. Homework: Per 5: Complete Essay Per 8: Review notes in workbook on p.25-28 and p35-38 and prepare for Mid Unit Assessment.
Thursday, 1/16 Learning Targets: I can explain how the Plessy v. Ferguson Supreme Court ruling codified the Jim Crow laws. I can explain how the Plessy v. Ferguson Supreme Court case connects to the Jim Crow laws. I can use sentence starters to build on others’ ideas. Homework: Per 5: Read Chapter 5, pages 82-98 and complete the structured notes (pages 46) Per 8: Complete essay
Week of January 7-11 2019 Monday, 1/7 (Mod 3 Lesson 2) Learning Targets: 1.I can cite evidence that supports my analysis of A Mighty Long Way. 2.I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions. Homework: Read Chapter 2, pages 27-43, and complete the structured notes (pages 9 & 10)
Tuesday, 1/8 (Mod 3 Lesson 3) Essential Questions: 1. What is a “journey to justice?” 2. What obstacles can be encountered in a journey to justice and how are they overcome? Homework: Read Chapter 3, pages 44-62, and complete the structured notes (pages 16 & 17)
Wednesday, 1/9 (Mod 3 Lesson 4) Learning Targets: 1. I can determine the central idea of the 14th Amendment. 2. I can determine the meaning of words and phrases in the 14th Amendment. 3. I can use a video and song lyrics to understand the Civil Rights Movement. Homework: Read Chapter 4, pages 63-81, and complete the structured notes (pages 23)
Thursday, 1/10 (Mod 3 Lesson 5) Learning Targets: 1. I can cite evidence to analyze the importance of the Plessy v. Ferguson case. 2. I can determine the court’s point of view in its decision on the Plessy v. Ferguson case. Homework:Complete pages 29 and 30. Complete reading Chapter 4.
Friday, 1/11(Mod 3 Lesson 6) Learning Targets: 1. I can cite evidence to analyze the importance of the Plessy v. Ferguson case as I interpret the text and break it down. 2.I can determine the court’s point of view in its decision on the Plessy v. Ferguson case as I break down meaning & vocabulary. 3.I will begin to analyze how the authors of the court’s decision and the dissenting opinion on Plessy v. Ferguson disagree on matters of interpretation. Homework: Complete page 30 AND the first two questions on page 34.
Week of January 2-4 2019
Wednesday, 1/2 Intro to Module 3
Thursday, 1/3 1. Agree on Courageous Conversation norms 2. Gallery Walk 3. Socratic Seminar on Gallery Walk.
Friday, 1/4 1. Complete Socratic Seminar. 2. Read and discuss Intro to A Mighty Long Way Homework: Read Chapter 1 of A Mighty Long Way 3-26. Complete Structured Noted p. 2-3 Student Workbook
Week of December 3-7 2018 Check out the following site to help you better understand the play: No Fear Shakespeare https://www.sparknotes.com/nofear/shakespeare/msnd/page_84/
Monday, 12/3 (Module 2 Unit 1 Lesson 18) Complete Mod 2 End of Unit 1 Assessment (Google Classroom) Homework: Complete any missing Structured Notes this week. Get Interims signed and returned.
Tuesday, 12/4 (Module 2 Unit 2 Lesson 1) Period 5: 1. Drama Circle: 3.2.124-365 (p. 91-107 AMSND text) 2. p. 58 (Wkbk ) Written Conversation Activity. 3. p. 56 (WKBK) add to consequences chart new information from today's reading. Homework: Reread 3.2.124-365 and Complete Structured Notes Handout 3.2.124–365_structured_notes.docx
Period 8: 1. Complete test. 2. Read:3.2.124-365 (p. 91-107 AMSND text) and complete structured notes handout. Homework: Reread 3.2.124-365 and complete Structured Notes Handout. 3.2.124–365_structured_notes.docx
Wednesday, 12/4 (Module 2 Unit 2 Lesson 2) Period 5: Turn in Structured Notes 3.2.124-365 Handout How does Oberon's desire to control others propel the action of the play? Drama Circle: 3.2.366-493 (p. 107-117 AMSND text)
Period 8: 1. Drama Circle: 3.2.124-365 (p. 91-107 AMSND text) 2. p. 58 (Wkbk ) Written Conversation Activity. 3. p. 56 (WKBK) add to consequences chart new information from today's reading. Homework: Complete Classwork Thursday, 12/5 Period 5: 1. Ticket In: Your best friend has just “chumped” you and been disloyal. Explain how this makes you feel and how this will affect your relationship. 2. Begin Three Threes In A Row p. 59 Workbook. 3. Chalk talk/Silent Pens Activity. Homework: Complete p. 59.
Period 8: 1. Ticket In: Your best friend has just “chumped” you and been disloyal. Explain how this makes you feel and how this will affect your relationship. 2. Complete Drama Circle: 3.2.124-365 p. 107-117 AMSND text) 3 Chalk talk/Silent Pens Activity. Homework: Be sure to turn in 3.2.124-365 Structured Notes Handout.
Friday, 12/6 Period 5: 1. Ticket In: Is it possible to control another person's actions according to Shakespeare? Explain. 2. Review Three Threes Activity. 3. Drama Circle: 4.1.1-87 & 4.1.131-193 ( p. 121-127 and p. 129-133 AMSND text) 4. p. 56 add to Consequences Chart. Homework: Complete consequences chart p. 56 . Make sure to Complete Evidence of Control Charts p. 34-40 in Wkbk
Period 8: 1. Ticket In: Is it possible to control another person's actions according to Shakespeare? Explain. 2. Read and Complete Activity 3.2.366-493act_3_scene_2_paraphrase_activity.docx with a partner. Homework: Complete class activity. Complete consequences chart p. 56 . Make sure to Complete Evidence of Control Charts p. 34-40 in Wkbk
Week of November 26-30 2018
Monday, 11/26 (Module 2 Unit 1 Lesson 15) 1. Discuss with a partner: What are the consequences of Oberon's attempts to control others using the "love-in-idleness" flower? 2. Read 3.1.1- 3.1.75 (p. 69-73 in AMSND text) 3. Discuss how the language in this part of the play differs from the language of Act 2? 4. Complete p. 52 in Workbook. Homework: Reread 3.1.1-75 and complete Structured Notes (Handout) structured_notes_3.1.1–75.docx
Tuesday, 11/27 1. Turn in Structured Notes 3.1.1-75 from last night's homework. 2. Complete A Mid-Summer Night's Dream Assessment. 3. Read 3.1.76-208 (p. 54-55) Homework: Reread 3.1.76-208 and complete Structured Notes (54-55)
Wednesday, 11/28 (Module 2 Unit 1 Lesson 16) 1. Discuss Shakespeare's use of multiple meanings in Act 3 Scene 1. 2. Predict what will happen in the remainder of the Act 3 Scene 1 upon Puck's entrance in the second part of the scene. 3. Drama Circle- p. 73-81 in text (3.1. 76-208) 4. Review Text to Film Note-catcher p. 53 Workbook 5. Watch Movie version of Act 3 Scene 1 (53:10 to 1:00:49) and complete Text to Film Note-catcher p. 53 Workbook. Compare/contrast text to film. 6. Complete Evidence of Control p. 40 WKBK on the character of Titania. Homework: Reread 3.1.76-208 and complete Structured Notes (54-55)
Thursday, 11/29 (Module 2 Unit 1 Lesson 17) 1. Discuss focus question from structured notes on p. 54 2. Turn to page Act 3, Scene 2, Lines 90-123 (p. 89-91 in text) discuss summary of skipped section. 3. Discuss Shakespeare's use of dramatic irony. 4. Read Act 3, Scene 2, Lines 90-123 (p. 89-91 in text). 5. Complete Consequences Flow Chart p. 56 in Workbook. Homework: Reread 3.2.90-123 (p. 89-91 text) and complete Structured Notes p. 57.
Friday, 11/30 1. Reflect on A Mid-Summer Night’s Dream Acts 1-3 so far. 2. Choose one scene and rewrite a modern version it. You can even get creative and write a text message version of the scene. Remember, this is a comedy where Shakespeare pokes fun at the characters. Make sure this is reflected in your modern version. Make it funny and appropriate for school. Homework: Make sure all Structured Notes are complete. We will have an end of Unit assessment on Monday.
Week of November 19-20 2018
Monday, 11/19 (Module 2 Unit 1-Lesson 13/14) 1. Review Obernon's attempt to control others p. 39 WKBK. 2. Review Three Threes In A Row (Per 8 only) 3. Workbook p. 37 How do Helena and Demetrius try to control one another? 4. Read Act 2, Scene 2, Lines 90-163(Pages 59-63 in AMSND text) 5. World Cafe Protocol- begin to answer questions p. 49 (Workbook) Homework:Reread 2.2.90-163 and complete Structured Notes (pg 50-51)
Tuesday, 11/20 Early Release (Module 2 Unit 1-Lesson 14) 1. Complete World Cafe activity and complete questions. 2. Review all questions as a group. 3. Discuss the results of Obernon's attempt to control others p. 39 Wkbk. Homework: Reread 2.2.90-163 and complete Structured Notes (pg 50-51)
Wednesday, 11/21-11/23 No School Thanksgiving Holiday
Week of November 12-17 2018
Monday, 11/12 Veteran's Day, No School
Tuesday, 11/13 (Module 2, Unit 1- Lesson 10 Review) 1. Review Module 2 Unit 1, lesson 10 Theme of Control p. 35-37 (Student Workbook) 2. Review Structured Notes 1.1. 130- 257 3. Review Unit 1 Mid Unit Assessment and discuss missing Quickwrites. Homework: Turn in any missing Quick Write for a late grade by -.
Wednesday, 11/14 (Module 2, Unit 1- Lesson 11) 1.Shakespeare's use of oxymoron 2. Read Act 1 Scene 1 Lines 1-1-7 p. 25-31 in AMSND text. 3.Watch Clip of Act Scene 1 (beginning at 15:05 until 22:31) 4. Compare/Contrast scene using Text to Film Comparison Note-catcher p. 43 (Student Workbook) Homework:Complete Structured Notes p. 41-42 (Student Workbook)
Thursday, 11/15 (Module 2, Unit 1- Lesson 12) 1. Shakespeare's rhythm and meter 2.1. 33-60 p. 37-39 in AMSND text 2. Practice rhythm and meter as a class and discuss iambic pentameter. 3. Drama Circle: Read p. 45 (2.1.153) through page 47 (2.1.194) in AMSND text. Homework: Reread 2.1.33-160, 153-194 and complete Structured Notes (page 44-45)
Friday, 11/16 (Module 2, Unit 1-Lesson 13) 1. Discuss focus question p. 44 (Structured Notes from last night's homework) 2. Turn to Act 2, Scene 1, lines 195-276 3. Complete Three Threes in A Row Note-catcher with a partner p. 46. 4. Review responses for Three Threes in A Row Note-catcher. 5. Complete p. 39 Evidence of Control Note-Catcher for Obernon. Homework:Reread 2.1.195-276, 2.2.33-89 and complete Structured Notes (page 47-48)
Tuesday, 10/16 (Module 2, Unit 1, Lesson 7) 1. Shakespeare's Universal Appeal Examined Article p. 20-21 (Student Workbook) 2. Complete Corresponding Activity (Frayer Model) p. 22 Homework: Complete Frayer Model p. 22 and questions on p. 23 (Student Workbook)
Wednesday, 10/17 1. Reviewed Frayer Model p. 22 2. Distribute and review Play Map. Circle setting (s), main characters, write what you think this play might be about on the back. 3. Introduce drama circle. 4. Read Act 1, Scene 2 p. 25-29. Homework: Write the gist of the scene we read today without going back and rereading the script.
Thursday, 10/18 (Module 2, Unit 1, Lesson 9) 1. Review gist from yesterday's reading. 2. Read Act 1, Scene 1 3. Complete p. 31-32 with a partner. Homework: Reread 1.1.21-129 and complete Structured Notes 1.1. 21-129 (page 34 Student Workbook)
Friday, 10/19(Module 2,Unit 1 Lesson 10) 1. Review Structured Notes 1.1. 21-129 (page 34 Student Workbook) 2. Read Act 1, Scene 1 Part 1 p. 15-23 of text (1.1.130-257) 3. Read modern version of the scene. 4. Started Evidence of Control Note Catcher p. 35 (Reviewed section on Egeus) 5. Students work with a partner to complete section on Hermia. Homework: Complete Structured Notes 1.1 130-257 (Handout) structured_notes_1.1.130-257_a_midsummer_night’s_dream_lesson_10.docx
Week of October 8-12 2018
Monday, 10/8 (Module 2, Unit 1-Lesson 3) 1. Discussions Appointments Protocol p. 11 (Student Workbook) 2. Shakespeare Shakedown Chalk Talk Questions p. 12 Homework: 1. Fill in the chart on page 13 by writing the words you circled in “The Shakespeare Shakedown.” (page 7-8) Do your best to infer the meaning of the word from the contexts and write it in the right hand column. (Minimum of 5) 2. Look over Mid-Unit Assessment Study Sheet In preparation for your Mid-Unit assessment m2_u1_mid-unit_study_guide_.docx
Tuesday, 10/9(Module 2, Unit 1-Lesson 4) 1. Quiz Quiz Trade Protocol 2. Student WKBK p. 13 Evaluating Evidence Note-Catcher. 3. p. 14 Evidence Based Supporting Claims using Summary Writing Graphic Organizer. Homework: Complete the Summary Writing graphic organizer and write a summary of Schama’s article.
Wednesday, 10/10 (Module 2, Unit 1-Lesson 5/6) Mid Unit Assessment
Thursday, 10/11 No School (Hurricane Michael)
Friday, 10/12 No School (Hurricane Michael)
Week of October 1-5 2018 Monday, 10/1 Type up Draft 1 of Inside Out and Back Again Essay Homework: Complete typing Draft 1. Final copy due Thursday
Tuesday, 10/2 Peer Edit and complete Draft 2 of Essay. Homework: Complete typing Draft 2. Final copy due Friday
Wednesday, 10/3 Peer Edit and complete final draft of Essay. Homework: Final copy due Friday
Thursday, 10/4 (Module 2 Unit 1, Lesson 1) 1. View Images of complete Notice/Wonder Note-catcher p. 2 (Student Workbook). 2. Read the Lure of Shakespeare pg. 3-4 (Student Workbook). Homework: 1. Final copy of essay due tomorrow. 2. Complete p. 5-6 on the reading
Friday, 10/5 (Module 2 Unit 1, Lesson 2) 1. Review homework. 2. Read Shakespeare Shakedown p. 7-8 (Student Workbook) 3. Complete p. 9-10 Text Dependent Questions. Homework: Complete QuickWrite 1rev_quick_write_beginning_template_2.1.2__1_.docx
Monday, 9/24-Tuesday, 9/25 (Complete Lessons 10 and 11) 1. Compare and contrast the experiences of refugees to those of immigrants. 2. Read Poem: “Boo-Da, Boo-Da” (205-208) Poem: “Hate It” (209-211) 3. Complete Inside Out and Back Again Structured Notes. Homework:Continue reading p. 248-260 and complete structured notes.
Wednesday, 9/26 1. Review a model intro paragraph.. 2. Review the writing prompt for the unit 2 assessment essay. 3. Work on the graphic organizer for body paragraph #1 (category 1 and 2) p. 2 and 3 of the graphic organizer. 8-3_modified_unit_2_essay_.docx Homework: Complete body paragraph #1 (category #1 and #2)
Thursday, 9/27 1. Review graphic organizer for body paragraph #1 (category 1 and 2) p. 2 and 3 of the graphic organizer. 8-3_modified_unit_2_essay_.docx 2. Work on body paragraph #2 (category 1 and 2) p. 2 and 3 of the graphic organizer Homework: Complete body paragraph #1 (category #1 and #2)
Friday, 9/28 1. Review body paragraph #2 (category 1 and 2) p. 2 and 3 of the graphic organizer 2. Work on Introduction and conclusion paragraphs in your graphic organizer. Homework: Complete Intro and conclusion paragraphs in your graphic organizer.
Tuesday, 9/18 Module 1 Unit 2 (Lesson 8) 1. p. 60 Universal Refugee Experience 2. How is Ha Turned Inside Out and Back Again (examples from the novel and informational texts) using Inside Out and Back Again Anchor Chart inside_out___back_again_anchor_chart__lesson_8_.docx Homework:Complete a first read of pages 213-237. Take notes using the structured notes chart. Focus on the strongest evidence that reveals how Ha is being turned “inside out” (challenges Ha faces and her dynamic character), plus vocabulary that helps you understand her challenges and responses.
Thursday, 9/20 Module 1 Unit 2 (Lesson 10) 1. Review difference between Immigrants and Refugees. 2. Immigrant and Refugee Article Student Workbook p. 64 in Student Workbook. 3. Complete Questions p. 65 in Student Workbook. Homework: Complete homework in Student Workbook p. 66. Continue reading p. 238-247 and taking structured notes.
Friday, 9/21 Module 1 Unit 2 (Lessons 10 and 11) 1. Share examples of Structured Notes and get all notes and anchor charts organized. 2. Connect Ha's experience of being turned Inside Out with that of universal refugees based on Immigrant and Refugee Article. 3. Read poems What If p. 240-241 and Feeling Dumb p. 156-157 in novel and make connections. Homework: Same as yesterday.
Saturday, 9/22 Catch up on reading, structured notes, and Anchor charts.
Week of September 10-14, 2018 Monday, 9/10 (Complete Module 1, Unit 2 Lesson 6) 1. Complete Fleeing Home/Finding Home Chart on laptops if possible using information from “Children of War “article. 2. Page 59 Summarize article and complete summary writing organizer. 3. Complete Quote Cards one from each of the people mentioned in the Children of War article, each person in the group find one for a different person mentioned in the article a. Compare the Quote cards with the sentence strips done for Refugees, Where When and Why.
Homework: 1. Use the Summary Writing graphic organizer (pg 59) to write a summary paragraph about the article “Children of War.” Complete a first read of pages 180-195. Take notes using the structure notes chart (make your own) Focus on the strongest evidence that reveals how Ha is being turned “inside out” (challenges ha faces and her dynamic character), plus vocabulary that helps you understand her challenges and response.
Tuesday, 9/11 (Module 1, Unit 2 Lesson 7) Complete Unit 2 Mid Unit assessment online. Homework: Read p. 196-212 of the novel and continue taking structured notes.
Wednesday, 9/12 1. Complete Unit 2 Mid Unit Assessment 2. Get caught up on reading and structured notes. Homework: Complete reading 196-212
Thursday, 9/13 and Friday, 9/13 School Closed (Hurricane Florence)
Week of September 3-7, 2018
Monday, 9/3 Labor Day School Holiday
Tuesday, 9/4 Per 5 : (Module 1, Unit 2-Lesson 4) 1. Review homework: On sentence strips. Give the strongest evidence of how Ha got turned Inside Out as he family settles in Alabama. 2. Student Workbook p. 53 Who, Where, Why? 3. . Activity Chunk the text Prediction and Read aloud Vocabulary context and root words Reread with a partner and annotate the text. Homework:. 1. Complete Summary Writing Graphic p. 56 '2. Read p. 135-150 and complete structured notes 3. Get interims reports signed.
Per 8: Complete Module 1, Unit 2-Lesson 3) 1. Read the full text of Panic Rises in Saigon, but the Exits are Few pg. 48-50 Student Workbook. 2. Answer text dependent questions p. 51 3. In Student Workbook. Guide Practice Vocabulary activity p. 52 in Workbook. Homework: 1. Complete text dependent questions p. 51. if needed. 2. Read p. 124-134 and complete structured notes.
Wednesday, 9/5 Per 5: (Module 1, Unit 2-Lesson 5) 1. Today we will use the article from yesterday and the novel to learn about some of the universal experiences or common themes among refugees. 2. Students will use the strongest evidence from both texts to do this. Use Fleeing Home/ Finding Home Anchor Chart focusing on Fleeing Home part today using the article, "Refugees: Who, Where, Why p. 53 in Student Workbook. Homework: Complete Fleeing Home Anchor Chart using the article pg. 53-55
Per8: (Module 1, Unit 2-Lesson 4) 1. Review homework: On sentence strips. Give the strongest evidence of how Ha got turned Inside Out as he family settles in Alabama. 2. Student Workbook p. 53 Who, Where, Why? 3. . Activity Chunk the text Prediction and Read aloud Vocabulary context and root words Reread with a partner and annotate the text. Homework:. Continue rereading the article “Refugees: Who, Where, and Why” and annotating for the gist of each section p. 55-56.
Thursday, 9/6 (Module 1 Unit 2-Lesson 5 part 2) Per 5: 1. Review Fleeing Home Anchor Chart. 2. Summarizing Text using Summary Writing Graphic Organizer p. 56 in Student Workbook. 3. Read p. 151-179 and take structured notes Homework: Use the Summary Writing graphic organizer (pg 56) to write a summary paragraph about the article “Refugees: Who, Where, Why” Complete reading p. 151-179 and take structured notes. Per 8: (Module 1 Unit 2 Lesson 4/5) 1. Paired Reading of the article, “Refugees: Who, Where, Why”p. 53-55 in Student Workbook. 2. Summarizing Text using Summary Writing Graphic Organizer p. 56 in Student Workbook. Homework: Use the Summary Writing graphic organizer (pg 56) to write a summary paragraph about the article “Refugees: Who, Where, Why” . Read p. 135-157
Friday, 9/7 (Module 1 Unit 2-Lesson 6) Per 5: 1. Turn in summary paragraphs. 2. Find strongest evidence in "Children of War" article p. 57 on Bosnian refugees challenges at home and in the US. 3. Compare "Children of War article to "Refugees: Who, Where, and Why?" (Evidence Sort) 4. Add to the Fleeing Home Anchor Chart based on the information from Children of War. Homework: Read p. 180-195 and take structured notes.
Per 8: (Module 1 Unit 2-Lessons 5/6) 1. Turn in summary paragraphs. 2. Review Fleeing Home Anchor Chart and discuss examples of evidence showing challenges refugees have leaving home and them finding home. 3. On Fleeing Home Chart, add examples from the novel and the article to "Refugees: Who, Where, and Why?" 3. Started reading the article, "Children of War article to "Refugees: Who, Where, and Why?" (Evidence Sort) Homework: Complete reading p. 151-179 and take structured notes.
Week of August 27-31, 2018
Monday, 8/27 (Module 1, Lesson 13/14) 1. Listen to NPR recording of Forgotten Ship (and follow Transcript p. 34-40 (Student Workbook) https://www.npr.org/templates/transcript/transcript.php?storyId=129484369 2. Students will jot down Tone/Big Idea words in the margin. Students will use a Note Catcher to record Tone Words from the text. Homework: Read 73-78 Inside Out and Back Again
Tuesday, 8/28 Per 5: Unit 1 Assessment. Complete during EE. HW- none Per 8: 1. Listen to NPR recording of Forgotten Ship (and follow Transcript p. 34-40 (Student Workbook) https://www.npr.org/templates/transcript/transcript.php?storyId=129484369 2. Students will jot down Tone/Big Idea words in the margin. Students will use a Note Catcher to record Tone Words from the text. 3. Students may start the first paragraph from the Unit 1 Assessment. Paragraph 2 to be completed during EE. Homework: Read 73-78 Inside Out and Back Again
Wednesday, 8/29 Per 5:( Module 1 Unit 2, lesson 1 and 2) 1. Update Things Close Readers Do Chart 2. Discuss Ha as a Dynamic Character Students take Structured Notes on pg. 73-78 of Inside Out and Back Again. 3. Students take Structured Notes on pg. 79-82 of Text. and Homework: Complete a first read of pages 83-96. 1. Practice taking structured notes, using the same graphic organizer we used during class. (page 45-46 in your workbook) 2. Focus on key details in “Last Respects” that reveal related to death and dying, plus new or important vocabulary that helps you understand.
Per 8: Complete Unit 1 Assessment. HW: Be sure you have read p. 73-78 in the text.
Thursday, 8/30 Per 5: (Module 1 Unit 2- lesson 3) 1. Review homework Discuss Challenges faced by Ha’s family as they flee Vietnam and take notes p. 47 in Student Workbook. 2. Look back at previous poems in the novel that help us to answer questions about challenges the family faced. “Choice” page 55 “Should We” pages 44-45 3. Read the full text of Panic Rises in Saigon, but the Exits are Few pg. 48-50 Student Workbook. 4. Answer text dependent questions p. 51 in Student Workbook. Guide Practice Vocabulary activity p. 52 in Workbook. Homework: Finish text dependent questions p. 51
Period 8:( Module 1 Unit 2, lesson 1 and 2) 1. Update Things Close Readers Do Chart 2. Discuss Ha as a Dynamic Character Students take Structured Notes on pg. 73-78 of Inside Out and Back Again. 3. Students take Structured Notes on pg. 79-82 of Text. and Homework: . 1. Complete a first read of pages 83-97. Practice taking structured notes, using the same graphic organizer we used during class. 2. Focus on key details in “Last Respects” that reveal related to death and dying, plus new or important vocabulary that helps you understand.
Friday, 8/31 Per 5: Completed Lesson 3 (Reviewed text dependent questions p. 51. and reviewed vocabulary activity.) Homework: Read p. 112-124 and complete structured notes. Per 8: (Module 1 Unit 2- lesson 3) 1. Review homework Discuss Challenges faced by Ha’s family as they flee Vietnam and take notes p. 47 in Student Workbook. 2. Look back at previous poems in the novel that help us to answer questions about challenges the family faced. “Choice” page 55 “Should We” pages 44-45 Homework: Read p. 94-111 and complete Structured Notes.
Week of August 20-24, 2018
Monday, 8/20 (Module 1, Lesson 11) 1. Students will reread “Doc Lap at Last” p. 12 (Student Workbook). 2 . Students will complete Three Threes in A Row Note Catcher (will be collected at the end of class for A GRADE). Using p. 24 in Workbook, work with a partner to review Section 5 with the questions on p. 24 in mind. 3. Turn to pages 60-67 of the novel. Skim these poems, looking carefully at the dates of Ha’s diary entries. Where are we in Ha’s story in relation to the dates we learned about by reading the last section of “The Vietnam Wars?” 4. .In Your journal respond to the following based on the following quote: "One Cannot justify war unless each side flaunts its own bl ind conviction.” Brother Quang After reading this information text, what new thinking do you have about what Brother Quang meant? What evidence does this text give for both sides of the conflict? Homework: Complete a first reading of pages 46-60. Complete questions on p. 24 as needed.
Tuesday, 8/21 (Module 1, Lesson 11) 1. Students will read, annotate and discuss poems Wet and Crying, Sour Backs, One Mat Each (p. 60-63) 2. Students will respond to questions based upon the poems during the seminar discussion. seminar_questions.docx Homework: None
Wednesday, 8/22 1. Students will read and annotate the poem, Choice and answer questions on it on corresponding worksheet. The poem choice is on pg. 55 of the novel, Inside Out and Back Again. 2. Students will read the poem, Left Behind on pg. 57-59 and complete p.26-27 in the Student Workbook. On the Jigsaw Recording Form, pg 26 3. On the Jigsaw Recording Form, pg 26-27. Review the info in the three columns for the main character, Ha. In the first column Possessions Ha left behind and specific details from the text about that possession (text evidence), the second column tells what these possessions tell about this character, and the last column how do you know is giving details to support the answer for column two. Homework: Complete Classwork if needed.
Thursday, 8/23 (Module 1, Lesson 12) 1. Complete Jigsaw p26-27 3. Silently and independently reread the poem “Wet and Crying” on page 60 to refresh your memory. Turn & Talk about the Gist! 4. Write Pair Share p. 29 (Student Workbook) Turn to pg. 30-31 of Student Workbook and complete Word choice, Tone, and Meaning Note- catcher. Discuss what happened to hope p. 31 Homework: Complete p. 30-31 and complete QuickWrite 7 p. 32.
Friday, 8/24 (Module 1, Lesson 13) 1. Read Saigon Is gone p. 67-69 2. Listen to NPR recording of Forgotten Ship (and follow Transcript p. 34-40 (Student Workbook) https://www.npr.org/templates/transcript/transcript.php?storyId=129484369 3. In the next lesson, you will get a chance to show what you know about how to use text details to determine tone. You will be able to use all of your work from today to support your writing. Be sure to bring your transcript to class: you will need it for the assessment. Homework: 1. Prepare for the Assessment: Reread and annotate both the poem “Saigon Is Gone” (use post it notes) and the transcript from “Forgotten Ship” 2. Make sure your Note-Catcher is complete! Bring Laptop from home if you have one to complete the test.
Week of July 23-26, 2018
Monday, 7/23 (Module 1: Unit 1: Lesson 7) Learning Target: I can determine the central ideas in one section of the informational text ‘The Vietnam Wars.’ I can summarize a portion of an informational text about the Vietnam war. I can use context clues to determine word meanings. I can participate in discussions about the text with a partner, small group, and the whole class.
Homework: Reread Section 4, “The Fall of the French” (page 11). Use the questions on the note-catcher (page 17) to help focus your reading. Complete QuickWrite 3 (page 18 of workbook)
Tuesday, 7/24 (Module 1: Unit 1: Lesson 8) Learning Target: I can make inferences to deepen my understanding of Inside Out & Back Again. I can cite evidence from the text to explain how the central idea develops over the course of the plot of Inside Out & Back Again. I can cite evidence from the text to analyze how various sections of the novel reveal aspects of Ha’s character. I can participate in discussions about the text with a partner, small group, and the whole class.
Homework: Reread pages 42-47 Complete QuickWrite 4 on page 20 of your workbook
Wednesday, 7/24 (Module 1: Unit 1: Lesson 9) Learning Target: I can determine the central idea of two key paragraphs of “The Vietnam Wars.” I can explain how Vietnam was a “battleground in a much larger struggle.” I can use context clues to determine word meanings. I can participate in discussions about the text with a partner, small group, and the whole class.
Homework: Complete the questions and notes: A Battleground in a Much Larger Struggle (Page 21-22 in EL Workbook) Reread & annotate Section 5 “Doc-Lap at Last”
Thursday, 7/26 (Module 1: Unit 1: Lesson 10) Learning Target: I can determine the central idea of the section “Doc-Lap at Last” in the informational text “The Vietnam Wars.” I can objectively summarize informational text. I can use context clues to determine word meanings. I can participate in discussions about the text with a partner, small group, and the whole class.
Homework: Complete a first reading of pages 48-60, through “Wet and Crying” Complete QuickWrite 5
Week of July 16-20, 2018
Monday, 7/16 (Module 1, Lesson 2) 1. Review the gist from pg 4-9 with another student (Turn and talk) 2. Think Pare Share Protocol to answer questions p. 3 Student Workbook. 3. Review Quick Write Protocol directions on p. 4 Student Workbook 4. Using the prompt on p.5 write complete your Quick Write. HW.-Complete Quick Write for homework.
Tuesday, 7/17 (Module 1, lesson 3) Some students will be completing I-Ready testing today so this will be your work for tomorrow. 1. Reread Papaya Tree p. 8 and 9 and make inferences. 2. Turn and Talk to analyze details on the reading. 3. Answer text dependent questions individually then share out in groups. 4. Create a small group Who is Ha? Anchor Chart and discuss 5. Update Things Close Readers Do List. HW- Read page 10-21 from”TiTi Waves Goodbye through “Two More Papayas” and complete QuickWrite 2 on page 7 of your workbook.
Wednesday, 7/18 (Module 1, lesson 4) 1. Complete Who is Ha Anchor Charts. 2. Complete Analysis of Papaya Tree (Highlight Strong Language). 3. Work on questions on Papaya Tree. HW- Read page 10-21 from”TiTi Waves Goodbye through “Two More Papayas” and complete QuickWrite 2 on page 7 of your workbook.
Thursday, 7/19 (Module 1, lesson 5) 1. Gallery Walk of Who is Ha? Anchor Charts. 2. With a partner, write new ideas and add to your anchor chart. 3. With your group, discuss new details about Ha and add to at least 2 to your anchor chart. 4. Mid Unit Assessment 1:Getting to Know a Character: What Details in the Text Help Us Understand Ha? . Review directions and have students write based on the prompt. HW: Complete a first reading of pages 22-41, from”Unknown Father” through “Promises”. Keep noticing what the critical incidents and key details are. This will continue to help is learn about Ha!
Friday, 7/20 (Module 1, lesson 6) 1. Discuss with your group: What are some Key details you noticed that helped you understand how Ha’s life is affected by the time and place her story is set? 2. Share QuickWrite 2 and review samples of model QuickWrites. Rewrite your QuickWrite 2 to be collected for a grade. 3. Discuss the difference between informational text and historical fiction. 4. Inferences based on a map 5. Preview Section1 of informational text in handbook p. 8, "The Vietnam Wars" and annotate the text. Write the gist of each paragraph. HW: 1. Rewrite QuickWrite 2 to be collected for a grade on Monday. 2. Everyone will reread section one and complete the work on pages 13 & 14. 3. Each group will read ONE of the following sections: (You will be assigned a section) Section 2:“Everything Tends to Ruin” 16271941 Section 3: “Life, Liberty, and Ho Chi Minh” 1941-1945 Section 4: “The Fall of the French” 1945-1954
Week of July 9-13, 2018
Monday, 7/9 1. Review 8-3 ELA syllabus and supply list. 2. Students will receive their hallway passes and we will set up their ELA notebook with a TOC 3. Discuss use of composition notebook (warm ups, notes, etc). This will stay in the classroom. 4. Getting to Know You Activity. Homework: Get class supplies, set up binder, review important info with parents, get relevant homeroom paperwork signed by parents.
Tuesday, 7/10 1. Students will receive a copy of the poem “If You’re Not From the Prairie" 2. Students will read and infer the author's attitude about his home. 3. Students will receive a template of the poem and write their own version using an image of their choice.. Homework: Get class supplies, set up binder, review important info with parents, get relevant homeroom paperwork signed by parents. Complete your poem.
Wednesday, 7/11 1. Students will complete their poem and publish a final copy using an image of their choice. 2. Students will share their poems with their group. 3. Students will receive their ELA Workbook. Homework: Get class supplies, set up binder, review important info with parents, get relevant homeroom paperwork signed by parents. Final Copy of poem due Friday on Google Classroom.
Thursday, 7/12 (Module 1 introduction to novel) 1. Students will learn to make make inferences based on images in a gallery walk. 2. Students will make inferences by putting together sentence strips to create a poem. Homework: Get class supplies, set up binder, review important info with parents, get relevant homeroom paperwork signed by parents. Final Copy of poem due tomorrow on Google Classroom.
Friday, 7/13 (Module 1, lesson 1) 1. Students will be given the novel, Inside Out and Back Again and review the novel’s text-structure. 2. Things Close Readers do – Get the Gist, Reread, Cite Evidence 3. Read “1975: Year of the Cat” – Complete Close Note-Taking Chart Text Dependent Questions Homework: Reread “1975: Year of the Cat” add at least three more details to you notes that helped you learn about Ha. Complete a first gist reading of pages 4-9 “Inside Out” through “Papaya Tree”.