ENGISH LANGUAGE ARTS LESSON PLANS September 14 - 18 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 6 EL A -Bell Ringer: Academic Vocabulary -Collect compare/contr. Writing. -Dialect p. 16 together; 1-5 individually L1e -Bell Ringer: Rhetoric No class – field trip -Bell Ringer: Academic Vocabulary -Model prompt writing in Close Reader. –Students write individually. Evidence, inference -Bell Ringer: Rhetoric -Grammar Practice: Packets pp. 7-8 Subjects/Pred. L1b, 2b -Bell Ringer: Gratitude Challenge -Independent Reading -Reteaching RL, RI 7 ELA -Bell Ringer: Academic Vocabulary -ebook intro.: p. 18a Analyze Elements: Plot and Conflict RL1,3 -Add setting p. 18c. Assign: Closer Reader’s Big Things Come in Small Packages pp. -Model prompt responses. Cite evidence, inferences, analyze elements -Bell Ringer: Rhetoric -Discuss reading and prompts. -Continue to end – p. 12 citing text evidence. -#9 Writing p. 12 due Wed. W -Bell Ringer: Academic Vocabulary -Media Analysis p. 19 -Review/teach 5 W’s to analyze structure p. 20 -Individual vocab 19-25. -Assign: read pp. 19-22 Parents of Rescued Teenage Sailor… R1,2,5,8 -Bell Ringer: Rhetoric -Discuss media. p. 23 1-2 individually. -Read together Ship of Fools pp. 24-26. -Trace and evaluate argument: partner work p. 27 full page and Q’s -Assign: read Was Abby Too to Sail? for Monday R1,2,5,8 -Bell Ringer: Gratitude Challenge -Independent RL, RI 9 ELA -Bell Ringer: -Bell Ringer: Rhetoric -Bell Ringer: -Bell Ringer: Rhetoric -Bell Ringer:
Academic Vocabulary -Performance Task: Writing Activity – Argument. -Peer review of draft. -Begin final draft. -Assign: Complete final draft. W1a-b -Collect final copy. -Critical vocabulary p. 9; 1-4, 1-4. -Correct and collect by end of class. L4b Academic Vocabulary. -Noun Clauses p. 10 – together. -Practice and Apply p. 10: Revise argument using noun clauses (partner work). Due Th. -Tutorial together, p. 10a. -Discuss claim, reasons, evidence, counterarg. L1b -Closer Reader: As a class read Making the Future Better, -Together pp. 3-7. Stop for prompts. -Assign: Finish reading and prompts for Monday. -Cite evidence, analyze how author’s ideas/claims are developed, trace/evaluate argument, assess author’s claims. RI Gratitude Challenge -Independent Reading -Reteaching RL, RI 11 ELA -Bell Ringer: Academic Vocabulary -Discuss Close Reader’s the General History of Virginia pp.3-10 -Discuss/correct prompts. #12 together p. 10. -Partners: author purpose, central ideas, details chart 22c Teacher’s Edition Cite text evidence, central idea, author purpose, US foundational document -Bell Ringer: Rhetoric -Close Read: view The Aztecs on History Channel in ebooks. -Introduce and begin Coming of Age in the Dawnland from 1491 -Assign: finish to 31. pp.23-31 RI1,2,4,6, 10 -Bell Ringer: Academic Vocabulary -Prompts and discussion p. 23-31. -Cause and Effect p. 31. -Meaning of Words/Phrases and Determine Author’s Purpose p. 32 partners. RI1, 4 -Assign: 1-6 Analyzing the Text p. 33 RI1,2,4,6 -Bell Ringer: Rhetoric Class absent part of 4th hour -Discuss 1-6; -Writing p. 33: Argument W1 -Assign: for Monday RI10, L 4c, Lb -Bell Ringer: Gratitude Challenge -Independent Reading -Reteaching RL, RI 10 ELA -Bell Ringer: -Bell Ringer: Rhetoric -Bell Ringer: -Bell Ringer: Rhetoric -Bell Ringer:
Academic Vocabulary -Group work: compare and contrast folk tales using T diagram. -Organize info, -Assign: rough draft for Tuesday RL5,6 -Peer review of rough drafts. -Language and Style: Formal vs. Informal p. 12 together. -Flashbacks and forwards p. 12a. lines partn./discuss. Assign: final draft of C/C writing. RL5, W Academic Vocabulary -Collect final drafts. -POV: Cultural Backgrounds p. 12a together. Level Up Tutorial RL6 -Intro. to Close Reader’s The Wife’s Story p. 12b : plot twists and irony. -Model prompt responses pp. 3-4. plot, character development -Read together pp. 5-8 stopping for prompt responses. -Assign for Monday: short response p. 9 author’s choice of structure Gratitude Challenge -Independent Reading RL, RI 6 -Level Up Tutorials together; -Begin reading and assign Close Reader’s Jumping Tree pp.3-8 character development No class – field trip -Correct and discuss prompt writing. -Vocabulary: pp. 17-32 individual work. -Introduce Fine? short story; Author info. RL1-6 -Introduce ebook, annotating and highlighting. -Read together, assign to read to p. 26 for Friday. -Discuss POV RL1-6 -Finish reading Fine? together. -Assign: p. 32 1-3 L2a; L4,6 RTI ELA: Symbaloo Math: Khan Academy Natasha ELA: Symbaloo Math: Khan Academy Natasha ELA: Symbaloo
Jackson –topic sentence Sydney – simple subject /predicate Morgan in context and sentence structure Natasha – character development Holden numerals in table of contents Nathan – proper nouns in written compositions MiKara Nathan Austin Mary Denae order for paragraphs Sydney – complete subject / predicate Morgan – glossary use in informational text Natasha –main idea support details Holden – compare / contrast in informational text Nathan – identifying nouns MiKara Nathan Austin Mary Denae sequence to paragraph Sydney – compound sentences Morgan – using guide words in dictionary Natasha – compare and contrast Holden – distinguishing fact from opinion Nathan – identifying direct objects Materials Currently all classes are using either the grade-appropriate Collections textbook or the corresponding Close Reader. The online ebook is slowly being introduced. Independent Reading: Research shows that independent reading is crucial in the areas of language acquisition, reading comprehension, and the development of lifelong reading habits. In order to align with the Common Core standards Initiative, the following independent reading requirements have been put in place: Each student is responsible for independently reading at least three books (fiction or nonfiction) or 30 periodical articles or an equivalent combination of the two choices per quarter. The material must be at or above grade level, chosen by the student, and approved by the instructor. Most Fridays students will be 30-40 minutes of class time to read independently. The remainder of independent reading must occur within the student’s free time. Independent reading accounts for 20% of the ELA grade. Students must track their independent reading progress in a reading log which will be checked by the instructor each Friday. Upon the completion of each selected book or article, a student must complete the related assignment which can be found on the counter at the back of the ELA room. Each grade/class will have a group experience of independent reading -one title per year- forming a Book Club to enhance areas of comprehension, writing, speaking and listening.