Lesson Plans for April 16-20
MONDAY, APR 16 ***FAST TRACK SCHEDULE*** Figurative Language Jeopardy TUESDAY/Wednesday APR 10 - 11 ACT ASPIRE 7th & 8th grade THURSDAY/Friday APR 12 - 13 ACT Aspire 9th grade "There Will Lesson Plans for April 9 - 13
MONDAY, APR 9 ***FAST TRACK SCHEDULE*** Close reading text from Ray Bradbury "There Will Come Soft Rains" Discuss poem by Sara Teasdale Review a little biography of Ray Bradbury TUESDAY/Wednesday APR 10 - 11 Finish Close Reading text from Ray Bradbury "There Will Come Soft Rains" students will answer questions from the short story. THURSDAY/Friday APR 12 - 13 Miscellaneous skills practice (point of view, craft & structure, integration of knowledge and ideas, main idea, key details) Lesson Plans for the Week of April 2-6
Assessments for the Week: Text Structure/Vocabulary Monday April 2 Beginning/Bell Ringer: ACT Aspire Review Teacher will introduce point of view/perspective Students will read a text to determine point of view Tuesday/Wednesday April 3/4 Beginning/Bell Ringer:ACT Aspire Review Students will read "The Landlady" Students will answer questions on point of view from the short story. Thursday/Friday April 5/6 Beginning/Bell Ringer:ACT Aspire Review Students will finish reading "The Landlady" and questions on point of view Lesson Plans for the Week of March 26-30
Assessments for the Week: Text Structure/Vocabulary Monday 26 Beginning/Bell Ringer: ACT Aspire review Teacher will introduce POV and perspective Students will follow along reading The Landlady by Roald Dahl Tuesday/Wednesday 27/28 Beginning/Bell Ringer:ACT Aspire Review Finish reading The Landlady Teacher will present powerpoint on the difference between POV and perspective Students will watch a short video on perspective (The Three Little Pigs) Thursday/Friday March 29/30 Beginning/Bell Ringer: ACT Aspire Review The class will do a second read of The Landlady, looking more closely at the text Students will answer questions from The Landlady Lesson Plans for the Week of March 5-9
Assessments for the Week: Text Structure/Vocabulary Monday March 5 Beginning/Bell Ringer: editing Teacher will introduce annotation symbols and demonstrate use in a short text. Students will practice using annotation in a text. Tuesday/Wednesday March 6,7 Beginning/Bell Ringer:editing 8th grade ACT Aspire Interim on Wednesday. Thursday/Friday March 8,9 Beginning/Bell Ringer: editing Lesson Plans for the Week of February 26 - March 2
Assessments for the Week: Text Structure/Vocabulary Monday February 26 Beginning/Bell Ringer: editing Teacher will introduce the 5 forms of text structure: Present video and power point. Students will follow along and fill in notes. Students will review vocabulary words and take a test over the words. Tuesday/Wednesday February 27/28 Beginning/Bell Ringer:editing Teacher will review the 5 forms of text structure. Students will complete notes. Students will work collaboratively to complete practice worksheets on text structure. Students will begin working on vocabulary. Thursday/Friday March 1/2 Beginning/Bell Ringer: editing Students will finish vocabulary packets. Students will complete text structure worksheets. Teacher will continue with 12 Angry Men text and discuss text structure in the novel. Lesson Plans for the Week of February 19-23
Assessments for the Week: Monday February 19 Beginning/Bell Ringer: Content/Skill Review: Text Structures and 12 Angry Men Tuesday/Wednesday February 20/21 Beginning/Bell Ringer: Editing Teacher will introduce terms for 12 Angry Men. What is prosecution, defense, bias, etc. Students will complete Anticipation Guide and agree or disagree with several statements to prepare for 12 Angry Men. Jury Activity Thursday/Friday February 22/23 Beginning/Bell Ringer: Editing Teacher will review key vocabulary terms in 12 Angry Men and introduce terms for Text Structure. Students will follow along in reading of Act 1 stopping to discuss key details and practice identifying the structure of the text we will be reading. Lesson Plans for the Week of February 12-16
Assessments for the Week: Logos, Ethos, Pathos Monday February 12 Beginning/Bell Ringer: Content/Skill Review: Logos, Ethos, Pathos CFA rhetoric Tuesday/Wednesday February 13/14 Beginning/Bell Ringer: Read 15 minutes/ reading log Students will complete packet introduced last week on Ethos, Logos, and Pathos and complete a CFA to assess understanding of the concept. Thursday/Friday February 15/16 Beginning/Bell Ringer: Read 15 minutes/ reading log Students who have not mastered rhetoric will receive intervention and those who have mastered the skill will participate in an enrichment project. Lesson Plans for the Week of February 5 - 9 Assessments for the Week: Logos, Ethos, Pathos Monday February 5 Beginning/Bell Ringer: Content/Skill Review: Logos, Ethos, Pathos CFA rhetoric Tuesday/Wednesday February 6/7 Beginning/Bell Ringer: Read 15 minutes/ reading log Focused Instruction: Introduce persuasive techniques in advertising. Guided Instruction: review handout and discuss techniques used. Collaborative instruction: Students will review strategies that advertisers use and share examples of the strategies with each other. Independent Practice: complete worksheet Thursday/Friday February 8/9 No School Friday Beginning/Bell Ringer: Read 15 minutes/ reading log Focused Instruction: Introduce persuasive techniques in advertising Guided Instruction: re-visit what each term (pathos, logos, ethos) means. Independent Practice: Practice labeling examples of pathos, logos, and ethos. Monday January 29
Beginning/Bell Ringer: Reading Writing prompt Focus for the week: verb tense/rhetoric Tuesday January 30 Beginning/Bell Ringer: Reading Focused Instruction: Teacher will review verb tense Independent Practice: Students will complete CFA on verb tense Wednesday January 31 Beginning/Bell Ringer: Reading Focused Instruction: Teacher will review verb tense Independent Practice: Students will complete CFA on verb tense Thursday February 1 Beginning/Bell Ringer: Reading Focused Instruction: Powerpoint for Ethos, Logos and pathos Independent Practice: Students will identify whether an advertisement appeals to sense of logic, emotion, or ethics. Friday February 2 Beginning/Bell Ringer: Reading Focused Instruction: Powerpoint for Ethos, Logos and pathos Independent Practice:Students will identify whether an advertisement appeals to sense of logic, emotion, or ethics. Monday January 22
Beginning/Bell Ringer: writing prompt Writing prompt Focus for the week: Verb Tense/rhetoric ACT Aspire testing Tuesday January 23 ACT Aspire Testing Wednesday January 24 ACT Aspire Testing Thursday January 25 and Friday January 26 We will begin verb tense with a power point and worksheet Monday January 15
No School Tuesday January 16 Beginning/Bell Ringer: Reading Focused Instruction: Teacher will introduce verb tense Collaborative Learning: Students will watch a power-point and participate by correcting examples. Independent Practice: Students will complete a worksheet correcting verb tense. Wednesday January 17 Beginning/Bell Ringer: Reading Focused Instruction: Teacher will introduce verb tense Collaborative Learning: Students will watch a power-point and participate by correcting examples. Independent Practice: Students will complete a worksheet correcting verb tense. Thursday January 18 Beginning/Bell Ringer: Read Focused Instruction: Teacher will introduce Ominvore's Dilema and discuss parts of the book. Collaborative Learning: Students will work together to define new terms. Independent Practice: Students will read for 15 minutes. Students will correct correct worksheets from previous day on verb tense. Friday January 19 Beginning/Bell Ringer: Read Focused Instruction: Teacher will introduce Ominvore's Dilema and discuss parts of the book. Collaborative Learning: Students will work together to define new terms. Independent Practice: Students will read for 15 minutes. Students will correct correct worksheets from previous day on verb tense. |
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Monday January 1
No School
Tuesday January 2
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will introduce sentence fragments and run-ons.
Collaborative Learning: Students will watch a power-point (Foolish Fragments) and participate by correcting examples.
Independent Practice: Students will complete a worksheet correcting sentences.
Wednesday January 3
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will introduce sentence fragments and run-ons.
Collaborative Learning: Students will watch a power-point (Foolish Fragments) and participate by correcting examples.
Independent Practice: Students will complete a worksheet correcting sentences.
Thursday January 4
Beginning/Bell Ringer:
Focused Instruction: Teacher will present power point ( Correcting Comma Splices) on run-on sentences.
Collaborative Learning: Students will work together to choose how to best correct a comma splice.
Independent Practice: Students will read for 15 minutes. Students will correct run-on sentences.
Friday January 5
Focused Instruction: Teacher will present power point ( Correcting Comma Splices) on run-on sentences.
Collaborative Learning: Students will work together to choose how to best correct a comma splice.
Independent Practice: Students will read for 15 minutes. Students will correct run-on sentences.
No School
Tuesday January 2
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will introduce sentence fragments and run-ons.
Collaborative Learning: Students will watch a power-point (Foolish Fragments) and participate by correcting examples.
Independent Practice: Students will complete a worksheet correcting sentences.
Wednesday January 3
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will introduce sentence fragments and run-ons.
Collaborative Learning: Students will watch a power-point (Foolish Fragments) and participate by correcting examples.
Independent Practice: Students will complete a worksheet correcting sentences.
Thursday January 4
Beginning/Bell Ringer:
Focused Instruction: Teacher will present power point ( Correcting Comma Splices) on run-on sentences.
Collaborative Learning: Students will work together to choose how to best correct a comma splice.
Independent Practice: Students will read for 15 minutes. Students will correct run-on sentences.
Friday January 5
Focused Instruction: Teacher will present power point ( Correcting Comma Splices) on run-on sentences.
Collaborative Learning: Students will work together to choose how to best correct a comma splice.
Independent Practice: Students will read for 15 minutes. Students will correct run-on sentences.
Semester Test Week:
Monday: Review
Tuesday: Semester test for even block
Wednesday:Review
Thursday: Semester test for odds
Friday: Make up tests
Monday: Review
Tuesday: Semester test for even block
Wednesday:Review
Thursday: Semester test for odds
Friday: Make up tests
Monday December 4
Beginning/Bell Ringer: writing prompt
Writing prompt
Focus for the week:
Argumentative writing
Tuesday December 5
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide an essay planner
Collaborative Learning: Students will select the topic for their argumentative essay, then write the thesis statement for their argument, supporting it with reasons and acknowledging the counterclaim.
Independent Practice: Students will continue practicing writing thesis statements and claims independently.
Wednesday December 6
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide an essay planner
Collaborative Learning: Students will select the topic for their argumentative essay, then write the thesis statement for their argument, supporting it with reasons and acknowledging the counterclaim.
Independent Practice: Students will continue practicing writing thesis statements and claims independently.
Thursday December 7
Beginning/Bell Ringer: Journal Entry
Independent Practice: Students will continue working on argumentative essay
Friday December 8
Beginning/Bell Ringer: Journal Entry
Independent Practice: Students will continue working on argumentative essay
Beginning/Bell Ringer: writing prompt
Writing prompt
Focus for the week:
Argumentative writing
Tuesday December 5
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide an essay planner
Collaborative Learning: Students will select the topic for their argumentative essay, then write the thesis statement for their argument, supporting it with reasons and acknowledging the counterclaim.
Independent Practice: Students will continue practicing writing thesis statements and claims independently.
Wednesday December 6
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide an essay planner
Collaborative Learning: Students will select the topic for their argumentative essay, then write the thesis statement for their argument, supporting it with reasons and acknowledging the counterclaim.
Independent Practice: Students will continue practicing writing thesis statements and claims independently.
Thursday December 7
Beginning/Bell Ringer: Journal Entry
Independent Practice: Students will continue working on argumentative essay
Friday December 8
Beginning/Bell Ringer: Journal Entry
Independent Practice: Students will continue working on argumentative essay
Monday November 27
Beginning/Bell Ringer: writing prompt
Writing prompt
Focus for the week:
Argumentative writing
Tuesday November 28
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide sample essays
Collaborative Learning: Students will practice writing thesis statements in small groups.
Independent Practice: Students will continue practicing writing thesis statements independently.
Wednesday November 29
Beginning/Bell Ringer: Journal Entry
ocused Instruction: Teacher will provide sample essays
Collaborative Learning: Students will practice writing thesis statements in small groups.
Independent Practice: Students will continue practicing writing thesis statements independently.
Thursday November 30
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with argumentative writing
Guided Instruction: Teacher and Students will practice argumentative writing with sentence frames.
Independent Practice: Students will practice reading a passage and choosing a side to argue.
Friday December 1
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with argumentative writing
Collaborative Learning: Students will practice argumentative writing with sentence frames.
Independent Practice: Students will practice reading a passage and choosing a side to argue
Lesson Plans for the Week of November 13 - November 17
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday:
Friday: possible CFA for argumentative writing
Monday November 13
Beginning/Bell Ringer: Define Vocabulary word from vocabulary cartoons
Writing prompt
Focus for the week:
Argumentative writing
Tuesday November 14
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide examples of argumentative writing. Introduce PAPA (purpose, audience, persona, argument
Collaborative Learning: Students will read examples of argumentative writing collectively
Independent Practice: Students will take information from the group and develop an argument
Wednesday November 15
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide examples of argumentative writing. Introduce PAPA (purpose, audience, persona, argument
Collaborative Learning: Students will read examples of argumentative writing collectively
Independent Practice: Students will take information from the group and develop an individual argument
Thursday November 16
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with argumentative writing
Guided Instruction: Teacher and Students will practice argumentative writing with sentence frames.
Independent Practice: Students will practice reading a passage and choosing a side to argue.
Friday November 17
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with argumentative writing
Collaborative Learning: Students will practice argumentative writing with sentence frames.
Independent Practice: Students will practice reading a passage and choosing a side to argue.
Lesson Plans for the Week of November13 - November 17
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday:
Friday: possible CFA for argumentative writing
.
Lesson Plans for the Week of November 6 - November 10
Assessments for the Week
Monday: Summative Assessment on Central idea
Tuesday:
Wednesday:
Thursday:
Friday:
Monday November 6
Beginning/Bell Ringer: Define Vocabulary word from vocabulary cartoons
Writing prompt
Focus for the week:
Argumentative writing and summary
Tuesday November 7
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will model writing a summary and provide examples of argumentative writing. Introduce PAPA (purpose, audience, persona, argument
Collaborative Learning: Students will read examples of argumentative writing collectively
Independent Practice: Students will take information from the group and develop an argument
Wednesday November 8
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will model writing a summary and provide examples of argumentative writing. Introduce PAPA (purpose, audience, persona, argument
Collaborative Learning: Students will read examples of argumentative writing collectively
Independent Practice: Students will take information from the group and develop an individual argument
Thursday November 9
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with summary. Read Traveling in the Future and summarize
Guided Instruction: Teacher and Students will practice more SUMMARIZING
Independent Practice: Students will practice reading a passage and summarizing.
Friday November 10
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will model writing a summary
Collaborative Learning: Students will practice writing a summary collectively
Independent Practice: Students will take information from the group and develop an individual summary
Beginning/Bell Ringer: writing prompt
Writing prompt
Focus for the week:
Argumentative writing
Tuesday November 28
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide sample essays
Collaborative Learning: Students will practice writing thesis statements in small groups.
Independent Practice: Students will continue practicing writing thesis statements independently.
Wednesday November 29
Beginning/Bell Ringer: Journal Entry
ocused Instruction: Teacher will provide sample essays
Collaborative Learning: Students will practice writing thesis statements in small groups.
Independent Practice: Students will continue practicing writing thesis statements independently.
Thursday November 30
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with argumentative writing
Guided Instruction: Teacher and Students will practice argumentative writing with sentence frames.
Independent Practice: Students will practice reading a passage and choosing a side to argue.
Friday December 1
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with argumentative writing
Collaborative Learning: Students will practice argumentative writing with sentence frames.
Independent Practice: Students will practice reading a passage and choosing a side to argue
Lesson Plans for the Week of November 13 - November 17
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday:
Friday: possible CFA for argumentative writing
Monday November 13
Beginning/Bell Ringer: Define Vocabulary word from vocabulary cartoons
Writing prompt
Focus for the week:
Argumentative writing
Tuesday November 14
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide examples of argumentative writing. Introduce PAPA (purpose, audience, persona, argument
Collaborative Learning: Students will read examples of argumentative writing collectively
Independent Practice: Students will take information from the group and develop an argument
Wednesday November 15
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will provide examples of argumentative writing. Introduce PAPA (purpose, audience, persona, argument
Collaborative Learning: Students will read examples of argumentative writing collectively
Independent Practice: Students will take information from the group and develop an individual argument
Thursday November 16
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with argumentative writing
Guided Instruction: Teacher and Students will practice argumentative writing with sentence frames.
Independent Practice: Students will practice reading a passage and choosing a side to argue.
Friday November 17
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with argumentative writing
Collaborative Learning: Students will practice argumentative writing with sentence frames.
Independent Practice: Students will practice reading a passage and choosing a side to argue.
Lesson Plans for the Week of November13 - November 17
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday:
Friday: possible CFA for argumentative writing
.
Lesson Plans for the Week of November 6 - November 10
Assessments for the Week
Monday: Summative Assessment on Central idea
Tuesday:
Wednesday:
Thursday:
Friday:
Monday November 6
Beginning/Bell Ringer: Define Vocabulary word from vocabulary cartoons
Writing prompt
Focus for the week:
Argumentative writing and summary
Tuesday November 7
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will model writing a summary and provide examples of argumentative writing. Introduce PAPA (purpose, audience, persona, argument
Collaborative Learning: Students will read examples of argumentative writing collectively
Independent Practice: Students will take information from the group and develop an argument
Wednesday November 8
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will model writing a summary and provide examples of argumentative writing. Introduce PAPA (purpose, audience, persona, argument
Collaborative Learning: Students will read examples of argumentative writing collectively
Independent Practice: Students will take information from the group and develop an individual argument
Thursday November 9
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will continue with summary. Read Traveling in the Future and summarize
Guided Instruction: Teacher and Students will practice more SUMMARIZING
Independent Practice: Students will practice reading a passage and summarizing.
Friday November 10
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will model writing a summary
Collaborative Learning: Students will practice writing a summary collectively
Independent Practice: Students will take information from the group and develop an individual summary
Lesson Plans for the Week of OCTOBER 30 - November 3
Assessments for the Week
Monday: Formative Assessment on Central idea
Tuesday:
Wednesday:
Thursday:
Friday:
Monday OCT 30
Beginning/Bell Ringer: Define Vocabulary word from vocabulary cartoons
Writing prompt
Focus for the week:
Central idea and supporting details
CFA on main idea
Tuesday OCT 31
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Review main idea and go over CFA
Guided Instruction: Teacher and Students will practice finding the main idea
Independent Practice: Students will practice reading a passage to find the main idea
Wednesday November 1
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Review main idea and go over CFA
Guided Instruction: Teacher and Students will practice finding the main idea
Independent Practice: Students will practice reading a passage to find the main idea
Thursday November 2
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will model writing a summary
Collaborative Learning: Students will practice writing a summary collectively
Independent Practice: Students will take information from the group and develop an individual summary
Friday November 3
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will model writing a summary
Collaborative Learning: Students will practice writing a summary collectively
Independent Practice: Students will take information from the group and develop an individual summary
Lesson Plans for the Week of OCTOBER 23 - 27
Assessments for the Week
Monday:
Tuesday: Close-Reading to identify central idea
Wednesday: Close-Reading to identify central idea
Thursday:
Friday:
Monday OCT 23
Beginning/Bell Ringer:
Writing prompt
Focus for the week:
Central idea
Tuesday OCT 24
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will introduce summarize
Guided Instruction: Teacher and Students will practice SUMMARIZING
Independent Practice: Students will practice reading a passage and summarizing.
Wednesday OCT 25
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will introduce summarize
Guided Instruction: Teacher and Students will practice SUMMARIZING
Independent Practice: Students will practice reading a passage and summarizing.
Thursday OCT 26
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will clarify and re-teach summarize
Collaborative Learning: Students will work together to summarize a reading passage
Independent Practice: Students will review their work with a peer and work on any improvements
Friday OCT 27
Beginning/Bell Ringer: Journal Entry
Focused Instruction: Teacher will clarify and re-teach summarize
Collaborative Learning: Students will work together to summarize a reading passage
Independent Practice: Students will review their work with a peer and work on any improvements
Lesson Plans for the week of October 9 - 13
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday: Students will complete remediation packets
Friday: Students will complete remediation packets
Monday
ACT ASPIRE
Focus for the week:
Analysis and Figurative Language
Tuesday
Beginning/Bell Ringer: Students will answer writing prompt from board.
Focused Instruction (Teacher does the work): Teacher will introduce new vocabulary word.
Guided Instruction (Teacher and students do the work): Students and teacher will discuss the meaning of the word and find synonyms for the word.
Teacher will read from a short story as students follow along.
Collaborative Learning (Students do the work together):
Students will re-read the story and discuss theme
Independent Practice (Students do the work alone):
Students will answer questions on theme, work on Greek Roots packet, and complete Freyer model for vocabulary.
Wednesday
Beginning/Bell Ringer: Students will answer writing prompt from board.
Focused Instruction (Teacher does the work): Teacher will introduce new vocabulary word.
Guided Instruction (Teacher and students do the work): Students and teacher will discuss the meaning of the word and find synonyms for the word.
Teacher will read from a short story as students follow along.
Collaborative Learning (Students do the work together):
Students will re-read the story and discuss theme
Independent Practice (Students do the work alone):
Students will answer questions on theme, work on Greek Roots packet, and complete Freyer model for vocabulary.
Thursday
Beginning/Bell Ringer:
Students will answer writing prompt from board
Focused Instruction (Teacher does the work):
The teacher will introduce new vocabulary word and read from short story discussing textual evidence.
Guided Instruction (Teacher and students do the work):
The class will discuss how to answer using textual evidence in the short story.
Collaborative Learning (Students do the work together):
Students will cite phrases and sentences to support questions from reading and work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Friday
Beginning/Bell Ringer:
Students will answer writing prompt from board
Focused Instruction (Teacher does the work):
The teacher will introduce new vocabulary word and read from short story discussing textual evidence.
Guided Instruction (Teacher and students do the work):
The class will discuss how to answer using textual evidence in the short story.
Collaborative Learning (Students do the work together):
Students will cite phrases and sentences to support questions from reading and work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday: Students will complete remediation packets
Friday: Students will complete remediation packets
Monday
ACT ASPIRE
Focus for the week:
Analysis and Figurative Language
Tuesday
Beginning/Bell Ringer: Students will answer writing prompt from board.
Focused Instruction (Teacher does the work): Teacher will introduce new vocabulary word.
Guided Instruction (Teacher and students do the work): Students and teacher will discuss the meaning of the word and find synonyms for the word.
Teacher will read from a short story as students follow along.
Collaborative Learning (Students do the work together):
Students will re-read the story and discuss theme
Independent Practice (Students do the work alone):
Students will answer questions on theme, work on Greek Roots packet, and complete Freyer model for vocabulary.
Wednesday
Beginning/Bell Ringer: Students will answer writing prompt from board.
Focused Instruction (Teacher does the work): Teacher will introduce new vocabulary word.
Guided Instruction (Teacher and students do the work): Students and teacher will discuss the meaning of the word and find synonyms for the word.
Teacher will read from a short story as students follow along.
Collaborative Learning (Students do the work together):
Students will re-read the story and discuss theme
Independent Practice (Students do the work alone):
Students will answer questions on theme, work on Greek Roots packet, and complete Freyer model for vocabulary.
Thursday
Beginning/Bell Ringer:
Students will answer writing prompt from board
Focused Instruction (Teacher does the work):
The teacher will introduce new vocabulary word and read from short story discussing textual evidence.
Guided Instruction (Teacher and students do the work):
The class will discuss how to answer using textual evidence in the short story.
Collaborative Learning (Students do the work together):
Students will cite phrases and sentences to support questions from reading and work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Friday
Beginning/Bell Ringer:
Students will answer writing prompt from board
Focused Instruction (Teacher does the work):
The teacher will introduce new vocabulary word and read from short story discussing textual evidence.
Guided Instruction (Teacher and students do the work):
The class will discuss how to answer using textual evidence in the short story.
Collaborative Learning (Students do the work together):
Students will cite phrases and sentences to support questions from reading and work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Lesson Plans for the week of October 9 - 13
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday: Students will complete remediation packets
Friday: Students will complete remediation packets
Monday
Beginning/Bell Ringer:
Writing prompt
Content/Skill Review: complete sentences.
Terminology
Focus for the week:
Analysis and Figurative Language
Tuesday
Beginning/Bell Ringer: Students will answer writing prompt from board.
Focused Instruction (Teacher does the work): Teacher will introduce new vocabulary word.
Guided Instruction (Teacher and students do the work): Students and teacher will discuss the meaning of the word and find synonyms for the word.
Teacher will read from House on Mango Street as students follow along.
Collaborative Learning (Students do the work together):
Students will discuss vignette read from House on Mango Street and discover imagery used in "Our Good Day"
Independent Practice (Students do the work alone):
Students will work on Greek Roots packet and complete Freyer model for vocabulary.
Wednesday
Beginning/Bell Ringer: Students will answer writing prompt from board.
Focused Instruction (Teacher does the work): Teacher will introduce new vocabulary word.
Guided Instruction (Teacher and students do the work): Students and teacher will discuss the meaning of the word and find synonyms for the word.
Teacher will read from House on Mango Street as students follow along.
Collaborative Learning (Students do the work together):
Students will discuss vignette read from House on Mango Street and discover imagery used in "Our Good Day"
Independent Practice (Students do the work alone):
Students will work on Greek Roots packet and complete Freyer model for vocabulary.
Thursday
Beginning/Bell Ringer:
Students will answer writing prompt from board
Focused Instruction (Teacher does the work):
The teacher will introduce new vocabulary word and read next vignette from House on Mango Street.
Guided Instruction (Teacher and students do the work):
The class will
Collaborative Learning (Students do the work together):
Students will work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Friday
Beginning/Bell Ringer:
Students will answer writing prompt from board.
Focused Instruction (Teacher does the work):
The teacher will
Guided Instruction (Teacher and students do the work):
The class will
Collaborative Learning (Students do the work together):
Students will work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday: Students will complete remediation packets
Friday: Students will complete remediation packets
Monday
Beginning/Bell Ringer:
Writing prompt
Content/Skill Review: complete sentences.
Terminology
Focus for the week:
Analysis and Figurative Language
Tuesday
Beginning/Bell Ringer: Students will answer writing prompt from board.
Focused Instruction (Teacher does the work): Teacher will introduce new vocabulary word.
Guided Instruction (Teacher and students do the work): Students and teacher will discuss the meaning of the word and find synonyms for the word.
Teacher will read from House on Mango Street as students follow along.
Collaborative Learning (Students do the work together):
Students will discuss vignette read from House on Mango Street and discover imagery used in "Our Good Day"
Independent Practice (Students do the work alone):
Students will work on Greek Roots packet and complete Freyer model for vocabulary.
Wednesday
Beginning/Bell Ringer: Students will answer writing prompt from board.
Focused Instruction (Teacher does the work): Teacher will introduce new vocabulary word.
Guided Instruction (Teacher and students do the work): Students and teacher will discuss the meaning of the word and find synonyms for the word.
Teacher will read from House on Mango Street as students follow along.
Collaborative Learning (Students do the work together):
Students will discuss vignette read from House on Mango Street and discover imagery used in "Our Good Day"
Independent Practice (Students do the work alone):
Students will work on Greek Roots packet and complete Freyer model for vocabulary.
Thursday
Beginning/Bell Ringer:
Students will answer writing prompt from board
Focused Instruction (Teacher does the work):
The teacher will introduce new vocabulary word and read next vignette from House on Mango Street.
Guided Instruction (Teacher and students do the work):
The class will
Collaborative Learning (Students do the work together):
Students will work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Friday
Beginning/Bell Ringer:
Students will answer writing prompt from board.
Focused Instruction (Teacher does the work):
The teacher will
Guided Instruction (Teacher and students do the work):
The class will
Collaborative Learning (Students do the work together):
Students will work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Lesson Plans for the week of October 2 - 6
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday: Students will complete Unit 3 Greek Roots
Friday: Students will complete Unit 3 Greek Roots
Monday
Beginning/Bell Ringer:
Students will identify imagery in a short text.
Content/Skill Review:
Terminology
Focus for the week:
Analysis and Figurative Language
Tuesday
Beginning/Bell Ringer: New Vocab Word
Focused Instruction (Teacher does the work): Teacher will present pictures and discuss imagery https://www.youtube.com/watch?v=M0ymDfJge8c
Guided Instruction (Teacher and students do the work): Students and teachers will write sentences showing imagery.
Teacher will read from House on Mango Street
Collaborative Learning (Students do the work together):
Students will write their own sentences and answer comprehension questions on chapter read.
Independent Practice (Students do the work alone):
Students will work on Greek Roots packet.
Wednesday
Beginning/Bell Ringer: New Vocab Word
Focused Instruction (Teacher does the work): Teacher will present pictures and discuss imagery https://www.youtube.com/watch?v=M0ymDfJge8c
Guided Instruction (Teacher and students do the work): Students and teachers will write sentences showing imagery.
Teacher will read from House on Mango Street
Collaborative Learning (Students do the work together):
Students will write their own sentences and answer comprehension questions on chapter read.
Independent Practice (Students do the work alone):
Students will work on Greek Roots packet.
Thursday
Beginning/Bell Ringer:
Students will answer writing prompt from board
Focused Instruction (Teacher does the work):
The teacher will introduce new Greek roots and read from House on Mango Street.
Guided Instruction (Teacher and students do the work):
The class will work together to recognize words that use the Greek roots we will be studying.
Collaborative Learning (Students do the work together):
Students will work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Friday
Beginning/Bell Ringer:
Students will answer writing prompt from board.
Focused Instruction (Teacher does the work):
The teacher will introduce new Greek roots and read from House on Mango Street.
Guided Instruction (Teacher and students do the work):
The class will work together to recognize words that use the Greek roots we will be studying.
Collaborative Learning (Students do the work together):
Students will work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Assessments for the Week
Monday:
Tuesday:
Wednesday:
Thursday: Students will complete Unit 3 Greek Roots
Friday: Students will complete Unit 3 Greek Roots
Monday
Beginning/Bell Ringer:
Students will identify imagery in a short text.
Content/Skill Review:
Terminology
Focus for the week:
Analysis and Figurative Language
Tuesday
Beginning/Bell Ringer: New Vocab Word
Focused Instruction (Teacher does the work): Teacher will present pictures and discuss imagery https://www.youtube.com/watch?v=M0ymDfJge8c
Guided Instruction (Teacher and students do the work): Students and teachers will write sentences showing imagery.
Teacher will read from House on Mango Street
Collaborative Learning (Students do the work together):
Students will write their own sentences and answer comprehension questions on chapter read.
Independent Practice (Students do the work alone):
Students will work on Greek Roots packet.
Wednesday
Beginning/Bell Ringer: New Vocab Word
Focused Instruction (Teacher does the work): Teacher will present pictures and discuss imagery https://www.youtube.com/watch?v=M0ymDfJge8c
Guided Instruction (Teacher and students do the work): Students and teachers will write sentences showing imagery.
Teacher will read from House on Mango Street
Collaborative Learning (Students do the work together):
Students will write their own sentences and answer comprehension questions on chapter read.
Independent Practice (Students do the work alone):
Students will work on Greek Roots packet.
Thursday
Beginning/Bell Ringer:
Students will answer writing prompt from board
Focused Instruction (Teacher does the work):
The teacher will introduce new Greek roots and read from House on Mango Street.
Guided Instruction (Teacher and students do the work):
The class will work together to recognize words that use the Greek roots we will be studying.
Collaborative Learning (Students do the work together):
Students will work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Friday
Beginning/Bell Ringer:
Students will answer writing prompt from board.
Focused Instruction (Teacher does the work):
The teacher will introduce new Greek roots and read from House on Mango Street.
Guided Instruction (Teacher and students do the work):
The class will work together to recognize words that use the Greek roots we will be studying.
Collaborative Learning (Students do the work together):
Students will work on root word activity.
Independent Practice (Students do the work alone):
Students will complete root packet.
Lesson Plans for the Week of September 25 - 29
Assessments for the Week: Sentence Structure/ Parts of Speech
Monday: Pre-test: Identify complete sentences and parts of speech
Tuesday:
Wednesday:
Thursday: Greek Roots Unit 2 assessment
Friday: Greek Roots Unit 2 assessment
Monday
Beginning/Bell Ringer:
Focused Instruction: Complete sentences vs. fragments
Guided Instruction: Schoolhouse Rock Subjects and Predicates
Collaborative Learning: Students will work in pairs to write 4 sentences. Students will swap papers and identify the subject and predicate of the sentences.
Independent Practice: Students will complete work sheet identifying subjects and predicates.
Tuesday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Review sentence fragments and parts of speech
Guided Instruction: Teacher will present video of Parts of Speech.
Collaborative Learning: Students will work together to identify noun, verb, adjective, adverb, and pronoun. Teacher will read House on Mango Street while students follow along.
Independent Practice: Students will create a flip book defining parts of speech.
Wednesday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Review sentence fragments and parts of speech
Guided Instruction: Teacher will present video of Parts of Speech.
Collaborative Learning: Students will work together to identify noun, verb, adjective, adverb, and pronoun. Teacher will read House on Mango Street while students follow along.
Independent Practice: Students will create a flip book defining parts of speech.
Thursday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Identify complete sentences and fragments. We will begin instruction on run-ons.
Guided Instruction: Students will write sentences on sticky notes and put them on a T-Chart. Class will decide if the sentence is a fragment or a complete sentence and adjust accordingly.
Collaborative Learning: Students will work together playing parts of speech dominoes. Students will follow along as Teacher reads House on Mango Street
Independent Practice: Students will work on Greek Root package.
Friday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Identify complete sentences and fragments. We will begin instruction on run-ons.
Guided Instruction: Students will write sentences on sticky notes and put them on a T-Chart. Class will decide if the sentence is a fragment or a complete sentence and adjust accordingly.
Collaborative Learning: Students will work together playing parts of speech dominoes. Students will follow along as Teacher reads House on Mango Street
Independent Practice: Students will work on Greek Root package.
Assessments for the Week: Sentence Structure/ Parts of Speech
Monday: Pre-test: Identify complete sentences and parts of speech
Tuesday:
Wednesday:
Thursday: Greek Roots Unit 2 assessment
Friday: Greek Roots Unit 2 assessment
Monday
Beginning/Bell Ringer:
Focused Instruction: Complete sentences vs. fragments
Guided Instruction: Schoolhouse Rock Subjects and Predicates
Collaborative Learning: Students will work in pairs to write 4 sentences. Students will swap papers and identify the subject and predicate of the sentences.
Independent Practice: Students will complete work sheet identifying subjects and predicates.
Tuesday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Review sentence fragments and parts of speech
Guided Instruction: Teacher will present video of Parts of Speech.
Collaborative Learning: Students will work together to identify noun, verb, adjective, adverb, and pronoun. Teacher will read House on Mango Street while students follow along.
Independent Practice: Students will create a flip book defining parts of speech.
Wednesday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Review sentence fragments and parts of speech
Guided Instruction: Teacher will present video of Parts of Speech.
Collaborative Learning: Students will work together to identify noun, verb, adjective, adverb, and pronoun. Teacher will read House on Mango Street while students follow along.
Independent Practice: Students will create a flip book defining parts of speech.
Thursday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Identify complete sentences and fragments. We will begin instruction on run-ons.
Guided Instruction: Students will write sentences on sticky notes and put them on a T-Chart. Class will decide if the sentence is a fragment or a complete sentence and adjust accordingly.
Collaborative Learning: Students will work together playing parts of speech dominoes. Students will follow along as Teacher reads House on Mango Street
Independent Practice: Students will work on Greek Root package.
Friday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Identify complete sentences and fragments. We will begin instruction on run-ons.
Guided Instruction: Students will write sentences on sticky notes and put them on a T-Chart. Class will decide if the sentence is a fragment or a complete sentence and adjust accordingly.
Collaborative Learning: Students will work together playing parts of speech dominoes. Students will follow along as Teacher reads House on Mango Street
Independent Practice: Students will work on Greek Root package.
Lesson Plans for the Week of September 18 - 22
Assessments for the Week: Theme and Idioms
Monday:
Tuesday:
Wednesday:
Thursday: W.S on Idioms/ W.S on Theme
Friday: W.S on Idioms/ W.S on Theme
Monday
Beginning/Bell Ringer:
Focused Instruction: Figurative Language Idioms and Theme
Guided Instruction: Teacher will present video on idioms
Collaborative Learning: Class will work together to match the meaning to the phrase for each idiom printed on cards.
Independent Practice: Complete worksheet on idioms and use Frayer model to define 1 new vocabulary word.
Tuesday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Figurative Language Idioms and Theme
Guided Instruction: Teacher will present video of Idioms. Teacher will present video on Theme.
Collaborative Learning: Class will work together to match the meaning to the phrase for each idiom printed on cards. Teacher will read House on Mango Street while students follow along.
Independent Practice: Complete worksheet on idioms and use Frayer model to define 1 new vocabulary word.
Wednesday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Figurative Language Idioms and Theme
Guided Instruction: Teacher will present video of Idioms. Teacher will present video on Theme.
Collaborative Learning: Class will work together to match the meaning to the phrase for each idiom printed on cards. Teacher will read House on Mango Street while students follow along.
Independent Practice: Complete worksheet on idioms and use Frayer model to define 1 new vocabulary word.
Thursday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Idioms and Theme
Guided Instruction: Theme PowerPoint. Introduction of new Greek Root word. Introduce 1 new vocabulary word.
Collaborative Learning: Students will work on Greek Root word flash cards together. Students will work together to define and create sentences for new vocabulary. Students will follow along as Teacher reads House on Mango Street
Independent Practice: Students will work on Greek Root package.
Friday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Idioms and Theme
Guided Instruction: Theme PowerPoint. Introduction of new Greek Root word. Introduce 1 new vocabulary word.
Collaborative Learning: Students will work on Greek Root word flash cards together. Students will work together to define and create sentences for new vocabulary. Students will follow along as Teacher reads House on Mango Street
Independent Practice: Students will work on Greek Root package.
Assessments for the Week: Theme and Idioms
Monday:
Tuesday:
Wednesday:
Thursday: W.S on Idioms/ W.S on Theme
Friday: W.S on Idioms/ W.S on Theme
Monday
Beginning/Bell Ringer:
Focused Instruction: Figurative Language Idioms and Theme
Guided Instruction: Teacher will present video on idioms
Collaborative Learning: Class will work together to match the meaning to the phrase for each idiom printed on cards.
Independent Practice: Complete worksheet on idioms and use Frayer model to define 1 new vocabulary word.
Tuesday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Figurative Language Idioms and Theme
Guided Instruction: Teacher will present video of Idioms. Teacher will present video on Theme.
Collaborative Learning: Class will work together to match the meaning to the phrase for each idiom printed on cards. Teacher will read House on Mango Street while students follow along.
Independent Practice: Complete worksheet on idioms and use Frayer model to define 1 new vocabulary word.
Wednesday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Figurative Language Idioms and Theme
Guided Instruction: Teacher will present video of Idioms. Teacher will present video on Theme.
Collaborative Learning: Class will work together to match the meaning to the phrase for each idiom printed on cards. Teacher will read House on Mango Street while students follow along.
Independent Practice: Complete worksheet on idioms and use Frayer model to define 1 new vocabulary word.
Thursday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Idioms and Theme
Guided Instruction: Theme PowerPoint. Introduction of new Greek Root word. Introduce 1 new vocabulary word.
Collaborative Learning: Students will work on Greek Root word flash cards together. Students will work together to define and create sentences for new vocabulary. Students will follow along as Teacher reads House on Mango Street
Independent Practice: Students will work on Greek Root package.
Friday
Beginning/Bell Ringer: Writing Prompt
Focused Instruction: Idioms and Theme
Guided Instruction: Theme PowerPoint. Introduction of new Greek Root word. Introduce 1 new vocabulary word.
Collaborative Learning: Students will work on Greek Root word flash cards together. Students will work together to define and create sentences for new vocabulary. Students will follow along as Teacher reads House on Mango Street
Independent Practice: Students will work on Greek Root package.
Lesson Plans for the Week of September 11 - 15
Assessments for the Week: Figurative Language
Monday:
Tuesday: Figurative Language Assessment
Wednesday: Figurative Language Assessment/Vocabulary Test
Thursday: Vocabulary Test
Friday: No School
Monday
Beginning/Bell Ringer: Writing Assessment
Focused Instruction: Figurative Language and vocabulary
Guided Instruction: Class works together to solve puzzles for figurative language with teacher direction. Teacher will introduce 3 new vocabulary words.
Collaborative Learning: Class will discuss figurative language examples observed and solve FL puzzles. Read pp. 17-25 House on Mango Street.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Tuesday
Beginning/Bell Ringer: Writing Assessment.
Focused Instruction: Figurative Language Review and Vocabulary
Guided Instruction: Class works together to solve puzzles for figurative language with teacher direction. Teacher will introduce 3 new vocabulary words.
Collaborative Learning: Class will discuss figurative language examples observed and solve FL puzzles. Read pp. 17-25 House on Mango Street.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Wednesday
Beginning/Bell Ringer:
Focused Instruction: Teacher will introduce 3 new examples of figurative language. Youtube video to introduce figurative language in songs and movies: Idiom, Cliche', Oxymoron
Guided Instruction: Introduction of new Greek Root word. Instructions for new FL word: idiom Intro 3 new vocabulary words
Collaborative Learning: Class will discuss figurative language examples for idiom, cliche, and oxymoron and work together on idiom project.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Thursday
Beginning/Bell Ringer:
Focused Instruction: Teacher will introduce 3 new examples of figurative language: Idiom, Cliche', Oxymoron
Guided Instruction: Introduction of new Greek Root word. Instructions for new FL word: idiom. Introduce 3 new vocabulary words.
Collaborative Learning: Class will discuss figurative language examples for idiom, cliche, and oxymoron and work together on idiom project.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Friday
Teacher PD day. No School for students
Assessments for the Week: Figurative Language
Monday:
Tuesday: Figurative Language Assessment
Wednesday: Figurative Language Assessment/Vocabulary Test
Thursday: Vocabulary Test
Friday: No School
Monday
Beginning/Bell Ringer: Writing Assessment
Focused Instruction: Figurative Language and vocabulary
Guided Instruction: Class works together to solve puzzles for figurative language with teacher direction. Teacher will introduce 3 new vocabulary words.
Collaborative Learning: Class will discuss figurative language examples observed and solve FL puzzles. Read pp. 17-25 House on Mango Street.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Tuesday
Beginning/Bell Ringer: Writing Assessment.
Focused Instruction: Figurative Language Review and Vocabulary
Guided Instruction: Class works together to solve puzzles for figurative language with teacher direction. Teacher will introduce 3 new vocabulary words.
Collaborative Learning: Class will discuss figurative language examples observed and solve FL puzzles. Read pp. 17-25 House on Mango Street.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Wednesday
Beginning/Bell Ringer:
Focused Instruction: Teacher will introduce 3 new examples of figurative language. Youtube video to introduce figurative language in songs and movies: Idiom, Cliche', Oxymoron
Guided Instruction: Introduction of new Greek Root word. Instructions for new FL word: idiom Intro 3 new vocabulary words
Collaborative Learning: Class will discuss figurative language examples for idiom, cliche, and oxymoron and work together on idiom project.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Thursday
Beginning/Bell Ringer:
Focused Instruction: Teacher will introduce 3 new examples of figurative language: Idiom, Cliche', Oxymoron
Guided Instruction: Introduction of new Greek Root word. Instructions for new FL word: idiom. Introduce 3 new vocabulary words.
Collaborative Learning: Class will discuss figurative language examples for idiom, cliche, and oxymoron and work together on idiom project.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Friday
Teacher PD day. No School for students
Lesson Plans for the Week of September 5-8
Assessments for the Week: No tests
Monday:
Tuesday:
Wednesday:
Thursday: n
Friday:
Monday
Beginning/Bell Ringer: No School
Content/Skill Review: Figurative Language and vocabulary
Focus for the week/Launch for new unit: Figurative Language video/ introduce 6 new vocabulary words.
Tuesday
Beginning/Bell Ringer: List as many examples of figurative language that you can think of.
Focused Instruction: Teacher will introduce 4 examples of figurative language. Youtube video to introduce figurative language in songs and movies.
Guided Instruction: Class will participate as video is played.
Collaborative Learning: Class will discuss figurative language examples observed.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Wednesday
Beginning/Bell Ringer: List as many examples of figurative language that you can think of.
Focused Instruction: Teacher will introduce 4 examples of figurative language. Youtube video to introduce figurative language in songs and movies.
Guided Instruction: Class will participate as video is played.
Collaborative Learning: Class will discuss figurative language examples observed.
Independent Practice: Complete worksheet on figurative language and use Frayer model to define 3 new vocabulary words.
Thursday
Beginning/Bell Ringer: Students will write 5 sentences about how they define success
Focused Instruction: Teacher will review previously introduced figurative language, adding 3 more examples.
Guided Instruction: Teacher will show students examples of hyperbole, onomatopoeia, metaphor, simile, alliteration, and personification.
Collaborative Learning: Students will work in groups to identify figurative language from a paragraph provided to them.
Independent Practice: Students end the class period working independently on vocabulary for the week.
Friday
Beginning/Bell Ringer: Students will write 5 sentences about how they define success
Focused Instruction: Teacher will review previously introduced figurative language, adding 3 more examples.
Guided Instruction: Teacher will show students examples of hyperbole, onomatopoeia, metaphor, simile, alliteration, and personification.
Collaborative Learning: Students will work in groups to identify figurative language from a paragraph provided to them.
Independent Practice: Students end the class period working independently on vocabulary for the week.
t Dates
August 21-25
Monday: Bell Ringer- write 3 -5 sentences about something you may have regretted. Introduction to new Greek Roots. Read and Discuss "Homeless" by Anna Quindlen
Tuesday: Odd number classes meet. Students will divide into groups and work at centers to complete vocabulary and Greek roots assignment. Greek roots for this week include: bi, geo, alter, and anti. Read pages 3-11 of The House on Mango Street.
Wednesday: Even number classes meet. Students will divide into groups
Monday: Bell Ringer- write 3 -5 sentences about something you may have regretted. Introduction to new Greek Roots. Read and Discuss "Homeless" by Anna Quindlen
Tuesday: Odd number classes meet. Students will divide into groups and work at centers to complete vocabulary and Greek roots assignment. Greek roots for this week include: bi, geo, alter, and anti. Read pages 3-11 of The House on Mango Street.
Wednesday: Even number classes meet. Students will divide into groups