W E L C O M E

  • Week of 1/17/22

     

    Monday: NO SCHOOL

    Tuesday: Lesson 27 (Links to an external site.): Students begin drafting the argumentative essay. Students engage in a grammar mini-lesson to practice using verbs in the active and passive voice.

    Wednesday: Lesson 28 (Links to an external site.): Students continue drafting the argumentative essay. Students engage in a grammar mini-lesson to practice using varied transitions.

    Thursday & Friday: Interim Testing

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  • Week of 1/10/22

    Monday: Lesson 19/20 (Links to an external site.): Students use the sentence composing strategy to revise sentences in an example draft of an explanatory essay.

    Tuesday: Review Day

    Wednesday: Cold Read Task & Section 5 Quiz

    Thursday: Lesson 23 (Links to an external site.): Students read and discuss Part Four of Sugar Changed the World in small groups.

    Friday: Lesson 26 (Links to an external site.): Students analyze an argumentative prompt and develop an outline for the essay. Students engage in a peer conference to get feedback on their outline.

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  • Week of 12/13/21 

     

    Monday: Research Project Presentations

    Tuesday: Research Project Presentations

    Wednesday: Research Project Presentations

    Thursday: Christmas Activity

    Friday: Christmas Activity

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  • Week of 12/6/21

     

    Monday: Lesson 12:  Students begin reading Part Three of Sugar Changed the World and summarize the text using a timeline. Students do a close reading to analyze the development of the central idea over the course of the text. (Links to an external site.)

    Tuesday: Lesson 13 (Links to an external site.):  Students continue reading Part Three of Sugar Changed the World and use the timeline to summarize the text. Students do a close reading to analyze the development of the central idea over the course of the text.

    Wednesday: Lesson 14 (Links to an external site.):  Students do a close reading of the text to analyze specific paragraphs. Students evaluate the authors’ claims in Sugar Changed the World.

    Thursday: Review day

    Friday: Unit 2 Section 4 Quiz

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  • Week of 11/29/21

     

    Monday: Lesson 9:  Students begin reading Part Two of Sugar Changed the World and continue using the timeline to summarize the text. Students do a close reading of several passages to analyze the authors’ word choice and how it contributes to conveying the purpose of the text. (Links to an external site.)

    Tuesday: Lesson 10: (Links to an external site.)  Students continue reading Part Two of Sugar Changed the World and annotate to identify the main ideas in the text. Students do a close reading and use a graphic organizer to record the central idea and analyze the relationship between the central idea and supporting ideas in the text.  

    Wednesday: Lesson 11: (Links to an external site.)  Students continue reading Part Two of Sugar Changed the World. Students analyze the authors’ response to conflicting evidence and viewpoints in the text.

    Thursday: Review day

    Friday: Section 2-3 quiz

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  • Week of 11/15/21

    Monday: Sugar Research Project

    Tuesday: Sugar Research Project

    Wednesday: Lesson 5:   (Links to an external site.)Students read the prologue of Sugar Changed the World and annotate using sticky notes. Students analyze how the authors make connections among individuals, ideas, and events in history and determine the author’s purpose for writing the text.

    Thursday: Lesson 6: (Links to an external site.)  Students begin to read Part One of Sugar Changed the World and use a timeline to summarize the history of sugar. Students add to their vocabulary log and engage in a close reading and discussion of the authors’ word choice and its impact on meaning and tone in the text.

    Friday: Lesson 7: (Links to an external site.)  Students finish reading Part One of Sugar Changed the World and continue using a timeline to summarize the history of sugar. Students do a close reading to analyze the structure of a paragraph and its role in developing a key concept.

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  • Week of 11/8/21

    Monday: Lesson 3 (Links to an external site.) Students analyze the poet’s tone in “Sugar Cane” by Grace Nichols. Students use the OPTIC strategy to analyze elements of the painting Cane Cutting Scene and determine the artist’s tone in the painting.

    Tuesday: Lesson 4: (Links to an external site.)  Students discuss how personification, symbolism, and tone contribute to the theme in “Sugar Cane.” Students practice determining the best evidence to support a claim and write the reasoning component of an argumentative paragraph to explain how the evidence supports the claim.

    Wednesday: Review Day!

    Thursday: NO SCHOOL

    Friday: Section 1 Quiz

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  • Week of 11/1/21

    Monday: Flowers Cold Read Task

    Tuesday: Set the Context videos 

    Wednesday: Lesson 1 (Links to an external site.):  Students read the poem “Sugar Cane” by Grace Nichols and determine the meaning of unknown words using context and the dictionary. Students also paraphrase and summarize the poem.

    Thursday: Lesson 2:  Students do a close reading of the poem “Sugar Cane” by Grace Nichols and analyze the poet’s use of personification and symbolism. (Links to an external site.)

    Friday: Lesson 3 (Links to an external site.) Students analyze the poet’s tone in “Sugar Cane” by Grace Nichols. Students use the OPTIC strategy to analyze elements of the painting Cane Cutting Scene and determine the artist’s tone in the painting.

     

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  • Week of 10/25/21

    Monday: L22-Students will evaluate a written response rubric and annotate exemplar responses.

    Tuesday: L23-Students will evaluate a written response rubric and annotate exemplar responses then evaluate their own response according to the rubric.

    Wednesday: L24-Students will revise their essays and prepare for the final submission.

    Thursday: L25-Watch Flowers for Algernon movie

    Friday: L25-Watch Flowers for Algernon movie & complete a compare and contrast activity

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  • Week of 10/18/21Monday--NO SCHOOL

    Tuesday: Lesson 30- (Links to an external site.) Students begin the writing process to answer the prompt: Has Charlie fundamentally changed from the beginning of “Flowers for Algernon”? Is his life improved as a result of the surgery?

    Wednesday: Lesson 31- (Links to an external site.)Students continue the writing process by creating a first draft to answer the prompt: Has Charlie fundamentally changed from the beginning of “Flowers for Algernon”? Is his life improved as a result of the surgery?

    Thursday: Lesson 32- (Links to an external site.) Students annotate and score an example response to establish expectations for their own writing in response to the prompt: Has Charlie fundamentally changed from the beginning of “Flowers for Algernon”? Is his life improved as a result of the surgery?

    Friday: Lesson 33- (Links to an external site.) Students continue annotating and scoring example responses and then revise their own writing in response to the prompt: Has Charlie fundamentally changed from the beginning of “Flowers for Algernon”? Is his life improved as a result of the surgery?

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  • Week of 10/13

    Wednesday: Review lessons 24-27

    Thursday: Finish lesson 28

    Friday: Socratic Seminar & Unit 2 Cold Read

    **QUILL bell ringer grade DUE FRIDAY**

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  • Week of 9/27/21

    Monday: Review day in preparation for Section 5 Quiz

    Tuesday: Section 5 Quiz & Lesson 21- Students work collaboratively to write a new progress report which reveals additional aspects of a character and/or propels the action of the story.

    Wednesday: Lesson 21- Students work collaboratively to write a new progress report which reveals additional aspects of a character and/or propels the action of the story.

    Thursday: Lesson 22- Students read a progress report from “Flowers for Algernon” independently and answer questions to demonstrate understanding of the text. (Multiple Choice Questions)--GRADED

    Friday: Lesson 23- Students continue to read a progress report from “Flowers for Algernon” independently and answer questions to demonstrate understanding of the text. (Essay Questions)--GRADED

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  • Week of 9/20/21

    MondayLesson 15- (Links to an external site.)Students engage in a Socratic seminar to discuss how the surgery changes Charlie.

           Homework: Read chapter 4 of Frankenstein in your Unit Reader. Circle unfamililar words and replace them with a synonym. Write a one word summary in the margins for each paragraph.

    Tuesday: Section 4 Quiz & Lesson 16- (Links to an external site.)Students continue reading “Flowers for Algernon” and continue filling out the Before and After Surgery chart and the Irony Tracker.

    Wednesday: Lesson 17- (Links to an external site.)Students read an excerpt from Chapter 4 of Frankenstein. They ask questions about excerpt and write a brief summary. Lesson 18- (Links to an external site.)Students reread the excerpt from Chapter 4 of Frankenstein and analyze its language by categorizing words and phrases into knowledge/learning, time/movement, or emotions/motivations.

    Thursday: Lesson 19- (Links to an external site.) Students analyze the language of the excerpt from Frankenstein to determine how it contributes to the meaning and tone of the passage. They also use the language as models for their own writing.

    Friday: Lesson 20- (Links to an external site.) Students compare and contrast the structure of “Flowers for Algernon” and the excerpt from Frankenstein to determine how each contributes to similar meanings.

    **Literary Terms Quiz on Friday**

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  • Week of 9/7/21

    Tuesday: Lesson 9- (Links to an external site.)Students locate evidence to support a claim they’re making about the usefulness of the projective tests used on Charlie. They engage in a discussion and then write the first draft of a response.

    Wednesday: Lesson 10- (Links to an external site.) Students use information gained from “What's in an Inkblot? Some Say, Not Much” to develop and defend a claim about “Flowers for Algernon.” They work with peers to revise their written responses.

    Thursday: Review Day!!

    Friday: Section 2-3 Quiz

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  • Monday: Section 1 Quiz (lessons 1-4)

     

    Weekly Lessons (8/30)

    Monday: Lesson 5-  (Links to an external site.)Students read the first three progress reports of “Flowers for Algernon” by Daniel Keyes. Students will analyze Charlie’s character based on the content and structure of the text.

    Tuesday: Lesson 6- (Links to an external site.) Students read “What's in an Inkblot? Some Say, Not Much” and analyze the academic vocabulary.

    Wednesday: Lesson 7- (Links to an external site.)Students reread “What's in an Inkblot? Some Say, Not Much” to understand the controversy surrounding the use of projective tests.

    Thursday: Lesson 8- (Links to an external site.) Students reread “What's in an Inkblot? Some Say, Not Much” and analyze the argument to determine a central idea and then develop written claims.

    Friday: Lesson 9- (Links to an external site.)Students locate evidence to support a claim they’re making about the usefulness of the projective tests used on Charlie. They engage in a discussion and then write the first draft of a response.

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  • Weekly Plan (8/23):

    Lesson 1 (Links to an external site.)Students summarize "The Story of Prometheus." 

    Lesson 2 (Links to an external site.)Students revise their summaries of "The Story of Prometheus" to incorporate grade level sentence constructions. 

    Lesson 3 (Links to an external site.)Students reread "The Story of Prometheus" and work with the language to analyze how the author’s word choice impacts tone and meaning. 

    Lesson 4 (Links to an external site.)Students engage in a discussion about “The Story of Prometheus” to demonstrate understanding of the text and write a thematic analysis paragraph. 

    Group Presentation- Students will create a power point slide show and present it to the class to demonstrate their understanding of the section. 

    Section Quiz- Students will complete the Learnzillion Section Quiz as a class seminar.

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  • Parents!

    I can't wait to get to know each of your impressive kiddos this school year! Even though we face uncertain challenges, I am confident that students will continue to surprise us and thrive in the classroom.

     

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