February

 

 

6th Grade Language Arts – Henson

 

Week of February 24 - 28, 2014

 

 

Monday 2/24/14

Objective

(Student will…)

Standards

Read for detail; Apply note-taking and summarizing and predicting skills; Access vocabulary from context; Assess reading comprehension

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Holes Chapters 1-5 (pgs. 3-20) ~ Read chapters 4 -5 pages 11-20. Close Read chapters 4-5 and Diffuse the text by highlighting (in yellow) and defining at the bottom of the page where the word is located the following vocabulary words: desolate, premises, canteen. Complete the Note-Taking Graphic Organizer handout on setting, plot events, characters and conflicts for chapters 1-5. Complete chapter 1-5 quiz.

Assess./Eval.

Vocabulary, Graphic Organizer, Chapter 1-5 Quiz

Academic Vocab.

Desolate, premises, canteen

Add. Resources

SpringBoard Book, Holes

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale:

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

Tuesday 2/25/14

Objective

(Student will…)

Standards

Read for detail; Close read a text for characterization and point of view; Access vocabulary from context

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

SB 3.10 (pg. 223) Holes chapters 1-3 (pages 1-10) Review chapters 1-3 of Holes. Discuss third-person omniscient point of view and how that represents an objective camera point of view. Close Read the text and highlight in orange character traits of Stanley Yelnats. Choose at least one entry from each chapter to write and respond to in your Double-entry Journal. Diffuse the text in chapters 1-3 by highlighting (in yellow) and defining at the bottom of the page where the word is located the following vocabulary words: forbidden, warden, stationery, stifling, obstacle, ratio, convicted, descendants, vast, perseverance, neglected, befell. Answer questions 1-3 on pg. 223.

Assess./Eval.

Double-entry journal, Close Reading (vocabulary & characterization)

Academic Vocab.

Omniscient point of view, forbidden, warden, stationery, stifling, obstacle, ratio, convicted, descendants, vast, perseverance, neglected, befell.

Add. Resources

SpringBoard Book, Holes

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale:

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

Wednesday 2/26/14

Objective

(Student will…)

Standards

Read for detail; Close read a text for characterization and point of view; Access vocabulary from context

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Complete SB 3.10 (pg. 223) Holes chapters 1-5 (pages 3-20) Review chapters 1-3 of Holes. Discuss third-person omniscient point of view and how that represents an objective camera point of view. Close Read the text and highlight in orange character traits of Stanley Yelnats. Choose at least one entry from each chapter to write and respond to in your Double-entry Journal. Diffuse the text in chapters 1-3 by highlighting (in yellow) and defining at the bottom of the page where the word is located the following vocabulary words: forbidden, warden, stationery, stifling, obstacle, ratio, convicted, descendants, vast, perseverance, neglected, befell. Answer questions 1-3 on page 223.

Assess/Evaluation

Double-entry journal, Close Reading (vocabulary & characterization)

Academic Vocab.

Omniscient point of view, forbidden, warden, stationery, stifling, obstacle, ratio, convicted, descendants, vast, perseverance, neglected, befell.

Add. Resources

SpringBoard Book, Holes

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

Thursday 2/27/14

Objective

(Student will…)

Standards

Read for detail; Apply note-taking and summarizing and predicting skills; Access vocabulary from context; Assess reading comprehension

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

Holes Chapters 1-5 (pgs. 3-20) ~ Read chapters 4 -5 pages 11-20. Close Read chapters 4-5 and Diffuse the text by highlighting (in yellow) and defining at the bottom of the page where the word is located the following vocabulary words: desolate, premises, canteen. Complete the Note-Taking Graphic Organizer handout on setting, plot events, characters and conflicts for chapters 1-5. Complete chapter 1-5 quiz.

Assess/Evaluation

Vocabulary, Graphic Organizer, Chapter 1-5 Quiz

Academic Vocab.

Desolate, premises, canteen

Add. Resources

SpringBoard Book, Holes

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

Friday 2/28/14

Objective

(Student will…)

Standards

Explore the concept of change; Interpret vocabulary through context

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

Student Activities

SB 3.12 pg. 226 Holes Chapters 1-7 (pgs. 3-40) ~ Review chapters 1 -7. Close Read the quotes from chapters 1-7 and Diffuse the text by underling clues that might lead to the meaning of the underlined words in each passage. Write a definite/correct definition of each word. Next, chart Stanley’s attitude and write a sentence describing Stanley’s attitude toward himself using some of the new words from this activity.

Assess/Evaluation

 

Academic Vocab.

Curse, sign, coincidence, destiny, defective, doomed

Add. Resources

SpringBoard Book, Holes

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 


 

 

 

 

6th Grade Language Arts – Henson

 

 

 

Week of February 17 - 21, 2014

 

 

 

 

Monday 2/17/14

 

Objective

(Student will…)

Standards

 

 

HOLIDAY ~ NO SCHOOL

 

Student Activities

 

 

 

Assess./Eval.

 

 

 

Academic Vocab.

 

 

 

Add. Resources

 

 

 

Modifications/

Accommodations:

 

 

 

Relevance/

Rationale:

 

 

 

 

 

Tuesday 2/18/14

 

Objective

(Student will…)

Standards

 

Read for detail; Close read a text for characterization and point of view; Access vocabulary from context

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

 

Student Activities

 

SB 3.10 (pg. 223) Holes chapters 1-3 (pages 1-10) Review chapters 1-3 of Holes. Discuss third-person omniscient point of view and how that represents an objective camera point of view. Close Read the text and highlight in orange character traits of Stanley Yelnats. Choose at least one entry from each chapter to write and respond to in your Double-entry Journal. Diffuse the text in chapters 1-3 by highlighting (in yellow) and defining at the bottom of the page where the word is located the following vocabulary words: forbidden, warden, stationery, stifling, obstacle, ratio, convicted, descendants, vast, perseverance, neglected, befell. Answer questions 1-3 on pg. 223.

 

Assess./Eval.

 

Double-entry journal, Close Reading (vocabulary & characterization)

 

Academic Vocab.

 

Omniscient point of view, forbidden, warden, stationery, stifling, obstacle, ratio, convicted, descendants, vast, perseverance, neglected, befell.

 

Add. Resources

 

SpringBoard Book, Holes

 

Modifications/

Accommodations:

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

Relevance/

Rationale:

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

 

 

 

 

 

 

Wednesday 2/19/14

 

Objective

(Student will…)

Standards

 

Read for detail; Close read a text for characterization and point of view; Access vocabulary from context

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

 

Student Activities

 

Complete SB 3.10 (pg. 223) Holes chapters 1-5 (pages 3-20) Review chapters 1-3 of Holes. Discuss third-person omniscient point of view and how that represents an objective camera point of view. Close Read the text and highlight in orange character traits of Stanley Yelnats. Choose at least one entry from each chapter to write and respond to in your Double-entry Journal. Diffuse the text in chapters 1-3 by highlighting (in yellow) and defining at the bottom of the page where the word is located the following vocabulary words: forbidden, warden, stationery, stifling, obstacle, ratio, convicted, descendants, vast, perseverance, neglected, befell. Answer questions 1-3 on page 223.

 

Assess/Evaluation

 

Double-entry journal, Close Reading (vocabulary & characterization)

 

Academic Vocab.

 

Omniscient point of view, forbidden, warden, stationery, stifling, obstacle, ratio, convicted, descendants, vast, perseverance, neglected, befell.

 

Add. Resources

 

SpringBoard Book, Holes

 

Modifications/

Accommodations

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

Relevance/

Rationale

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

Thursday 2/20/14

 

Objective

(Student will…)

Standards

 

Read for detail; Apply note-taking and summarizing and predicting skills; Access vocabulary from context; Assess reading comprehension

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

 

Student Activities

 

Holes Chapters 1-5 (pgs. 3-20) ~ Read chapters 4 -5 pages 11-20. Close Read chapters 4-5 and Diffuse the text by highlighting (in yellow) and defining at the bottom of the page where the word is located the following vocabulary words: desolate, premises, canteen. Complete the Note-Taking Graphic Organizer handout on setting, plot events, characters and conflicts for chapters 1-5. Complete chapter 1-5 quiz.

 

Assess/Evaluation

 

Vocabulary, Graphic Organizer, Chapter 1-5 Quiz

 

Academic Vocab.

 

Desolate, premises, canteen

 

Add. Resources

 

SpringBoard Book, Holes

 

Modifications/

Accommodations

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

Relevance/

Rationale

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

Friday 2/21/14

 

Objective

(Student will…)

Standards

 

Read for detail; Apply note-taking and summarizing and predicting skills; Access vocabulary from context; Assess reading comprehension

I-D.1g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

I-D.3 Use specific strategies to clear up confusing parts of the text

III-B4 Relate details, main ideas, setting, action, and main characters

 

Student Activities

 

Holes Chapters 1-5 (pgs. 3-20) ~ Read chapters 4 -5 pages 11-20. Close Read chapters 4-5 and Diffuse the text by highlighting (in yellow) and defining at the bottom of the page where the word is located the following vocabulary words: desolate, premises, canteen. Complete the Note-Taking Graphic Organizer handout on setting, plot events, characters and conflicts for chapters 1-5. Complete chapter 1-5 quiz.

 

Assess/Evaluation

 

Vocabulary, Graphic Organizer, Chapter 1-5 Quiz

 

Academic Vocab.

 

Desolate, premises, canteen

 

Add. Resources

 

SpringBoard Book, Holes

 

Modifications/

Accommodations

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

Relevance/

Rationale

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

6th Grade Language Arts – Henson

 

Week of February 10 - 14, 2014

 

 

 

 

 

 

Monday 2/10/14

 

 

Objective

(Student will…)

Standards

 

 

Preview the text, Holes by Louis Sachar; Establish a method of active reading: the double-entry journal

I-A Listen to, read, react to, and interpret information

I-B.1b Interpret and synthesize information restating and summarizing

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

II-B.9 Support opinions expressed with detailed evidence

 

 

Student Activities

 

 

SpringBoard 3.9 pgs. 220 – 222 ~ Preview the novel Holes by examining the front & back covers and “brag page.” Take notes on the Graphic Organizer. Take notes on expectations/example for keeping a Double-entry Journal during the novel study.

 

 

Assess./Eval.

 

 

Participation, Note Taking

 

 

Academic Vocab.

 

 

Brag Page, double-entry journal

 

 

Add. Resources

 

 

SpringBoard Book, Holes

 

 

Modifications/

Accommodations:

 

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

 

Relevance/

Rationale:

 

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

 

Tuesday 2/11/14

 

 

Objective

(Student will…)

Standards

 

 

Collaborate with parents on an individual basisI-A Listen to, read, react to, and interpret information

 

 

Student Activities

 

 

NO SCHOOL ~ PARENT / TEACHER CONFERENCES

 

 

Assess./Eval.

 

 

 

 

 

Academic Vocab.

 

 

 

 

 

Add. Resources

 

 

 

 

 

Modifications/

Accommodations:

 

 

 

 

 

Relevance/

Rationale:

 

 

 

 

 

 

 

 

Wednesday 2/12/14

 

 

Objective

(Student will…)

 

Standards

 

 

Read for detail and visualize setting; Predict the effect of settingI-A Listen to, read, react to, and interpret information

 

I-B.1b Interpret and synthesize information restating and summarizing

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

II-B.9 Support opinions expressed with detailed evidence

 

 

Student Activities

 

 

SpringBoard 3.10 pgs. 223 – 224 ~ Holes chapters 1-3 (pages 1-10) Participate in a Shared Reading of chapter 1 of Holes. Discuss third-person omniscient point of view and how that represents an objective camera point of view. Continue with a shared reading of chapters 2 & 3. Create a character-description bookmark for Stanley Yelnats in the first three chapters using adjectives and descriptive phrases. Choose at least one entry from each chapter to write and respond to in your Double-entry Journal.

 

 

Assess/Evaluation

 

 

Double-entry journal / Character description bookmark

 

 

Academic Vocab.

 

 

Omniscient point of view

 

 

Add. Resources

 

 

SpringBoard Book, Holes

 

 

Modifications/

Accommodations

 

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

 

Relevance/

Rationale

 

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

 

Thursday 2/13/14

 

 

Objective

(Student will…)

Standards

 

 

Read for detail and visualize setting; Predict the effect of setting

 

I-A Listen to, read, react to, and interpret information

I-B.1b Interpret and synthesize information restating and summarizing

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

II-B.9 Support opinions expressed with detailed evidence

 

 

Student Activities

 

 

SpringBoard 3.10 pgs. 223 – 224 ~ Holes chapters 1-3 (pages 1-10) Participate in a Shared Reading of chapter 1 of Holes. Discuss third-person omniscient point of view and how that represents an objective camera point of view. Continue with a shared reading of chapters 2 & 3. Create a character-description bookmark for Stanley Yelnats in the first three chapters using adjectives and descriptive phrases. Choose at least one entry from each chapter to write and respond to in your Double-entry Journal. Read chapters 4-6 (pages 11-25).

 

 

Assess/Evaluation

 

 

Double-entry journal / Character description bookmark

 

 

Academic Vocab.

 

 

Omniscient point of view

 

 

Add. Resources

 

 

SpringBoard Book, Holes

 

 

Modifications/

Accommodations

 

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

 

Relevance/

Rationale

 

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

 

Friday 2/14/14

 

 

Objective

(Student will…)

Standards

 

 

Access vocabulary from context

 

I-A Listen to, read, react to, and interpret information

I-B.1b Interpret and synthesize information restating and summarizing

I-B.1e,f,g Interpret and synthesize information by monitoring comprehension, drawing inferences and generating questions

II-B.9 Support opinions expressed with detailed evidence

 

 

Student Activities

 

 

Holes Chapters 1-5 pgs. 3-20 ~ Close Read chapters 1-5 and Diffuse the text by highlighting (in yellow) and defining at the bottom of the page where the word is located the following vocabulary words: stifling, obstacle, ratios, descendants, perseverance, desolate, premises, canteen.

 

 

Assess/Evaluation

 

 

Vocabulary / Diffusing the text

 

 

Academic Vocab.

 

 

Stifling, obstacle, ratios, descendants, perseverance, desolate, premises, canteen

 

 

Add. Resources

 

 

SpringBoard Book, Holes

 

 

Modifications/

Accommodations

 

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

 

 

Relevance/

Rationale

 

 

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

 

 

 

 

 

 

Week of February 3 - 7, 2014

 

 

Monday 2/3/14

Objective

(Student will…)

Standards

Apply reading strategies: prediction and visualization; Access vocabulary from context; Analyze description of setting; Write using descriptive details

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.8 pgs. 99 – 105 ~ Complete the Quickwrite and then Predict events that may happen in the story. Read “Morning at Green Gables” Independently and Diffuse the text. Follow all instructions for completing the After Reading Vocabulary Graphic Organizers part one and part two. Complete the Storytelling: Setting and Story Starter: Setting Graphic Organizers.

Assess./Eval.

Graphic Organizers / Independent work

Academic Vocab.

Airily, bound, feathery, gable, gazed, greedily, glistening, lush, remembrance

Add. Resources

SpringBoard Book,

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale:

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

Tuesday 2/4/14

Objective

(Student will…)

 

Standards

Apply reading strategies: prediction and visualization; Access vocabulary from context; Analyze description of setting; Write using descriptive details

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.8 pgs. 99 – 105 ~ Complete the Quickwrite and then Predict events that may happen in the story. Read “Morning at Green Gables” Independently and Diffuse the text. Follow all instructions for completing the After Reading Vocabulary Graphic Organizers part one and part two. Complete the Storytelling: Setting and Story Starter: Setting Graphic Organizers.

Assess./Eval.

Graphic Organizers / Independent work

Academic Vocab.

Airily, bound, feathery, gable, gazed, greedily, glistening, lush, remembrance

Add. Resources

SpringBoard Book,

Modifications/

Accommodations:

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale:

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

Wednesday 2/5/14

Objective

(Student will…)

 

Standards

Apply reading strategies: prediction and visualization; Access vocabulary from context; Analyze description of setting; Write using descriptive details

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.8 pgs. 99 – 105 ~ Complete the Quickwrite and then Predict events that may happen in the story. Read “Morning at Green Gables” Independently and Diffuse the text. Follow all instructions for completing the After Reading Vocabulary Graphic Organizers part one and part two. Complete the Storytelling: Setting and Story Starter: Setting Graphic Organizers. Upon completion of SB2.8, begin SB 2.9

Assess/Evaluation

Graphic Organizers / Independent work

Academic Vocab.

Airily, bound, feathery, gable, gazed, greedily, glistening, lush, remembrance

Add. Resources

SpringBoard Book,

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

Thursday 2/6/14

Objective

(Student will…)

Standards

Apply reading strategies: prediction and visualization; Access vocabulary from context; Analyze description of setting; Write using descriptive details

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.8 pgs. 99 – 105 ~ Complete the Quickwrite and then Predict events that may happen in the story. Read “Morning at Green Gables” Independently and Diffuse the text. Follow all instructions for completing the After Reading Vocabulary Graphic Organizers part one and part two. Complete the Storytelling: Setting and Story Starter: Setting Graphic Organizers. Upon completion of SB2.8, begin SB 2.9

Assess/Evaluation

Graphic Organizers / Independent work

Academic Vocab.

Airily, bound, feathery, gable, gazed, greedily, glistening, lush, rememberance

Add. Resources

SpringBoard Book,

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

 

 

 

 

 

 

Friday 2/7/14

Objective

(Student will…)

Standards

Apply reading strategies: prediction and visualization; Access vocabulary from context; Analyze description of setting; Write using descriptive details

I-A.3 Explore expressive materials that are read, heard, or viewed

III-A.1 Describe how characters’ actions reflect their cultures

III-B.4M Relate details, main ideas, setting, action, and main characters

III-B.5g Interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style

Student Activities

SpringBoard 2.8 pgs. 99 – 105 ~ Complete the Quickwrite and then Predict events that may happen in the story. Read “Morning at Green Gables” Independently and Diffuse the text. Follow all instructions for completing the After Reading Vocabulary Graphic Organizers part one and part two. Complete the Storytelling: Setting and Story Starter: Setting Graphic Organizers. Upon completion of SB2.8, begin SB 2.9

Assess/Evaluation

Graphic Organizers / Independent work

Academic Vocab.

Airily, bound, feathery, gable, gazed, greedily, glistening, lush, remembrance

Add. Resources

SpringBoard Book,

Modifications/

Accommodations

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, Presenting

Relevance/

Rationale

Students will identify the challenges and choices that they have made in their lives. Through a variety of genres, they will see how others have dealt with the choices and the opportunities that change can present.

 

8th Grade Language Arts- Henson

 

Week of February 10-14, 2014

 

 

Monday 2/10

Objective

(Student will…)

 

Standards:

I will determine the meaning of unknown words; to demonstrate command mechanics (grammar and punctuation) by creating complete sentences to go with my vocabulary words.

 

I will discover the roles and format of literature circles.

 

I will apply double-entry journal skills

 

I will develop background knowledge of the Holocaust

 

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.)

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RL8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

 

Teacher Activities

Direct students in defining SAT vocab words; Direct students in literature circles and double-entry journals using SpringBoard book.

Student Activities

The Assignment is in the SpringBoard book pages 233-235. Students are to work in a group creating a book club discussion. They will read a children’s book about the Holocaust. Then they will write down their part of the literature circle (Discussion Leader, Diction Detective, Bridge Builder, or Reporter). We have already gone over all the different roles and each student was assigned a role and a group. After the students have written down their role for the literature circle the students will discuss and practice their discussion with one another. Today they will be presenting their Literature Circle in front of the class.

 

Get into their groups to practice their Literature Circle discussion.

Listen to each group and take notes on what each group presents.

Students will ask questions over the books and the discussions that they did not understand.

 

Assessment/Evaluation

Prewriting Notes and Group Participation

Final Grades: Group Participation / Presentation

Academic Vocabulary

 

 

 

Modifications/Accomodations:

Pre-AP defines all ten words and General Education defines the first five words. Apparition (n) Cryptic (adj) Currency (n) Dubious (adj) Equivocate (v) {non pre-ap} Jingoism (n) Loquacious (adj) Palpable (adj) Stringent (adj) Venerable (adj) {pre-ap does all 10}

 

 

Grouping with purpose to apply collaborative learning strategies: Prewriting, Drafting, Revising, Self/Peer Editing, and Presenting.

 

Students that are hands on learners will excel at the part they do before discussing with the class.

Auditory learners will by actually discussing the different roles of the Literature Circles.

Relevance/

Rationale:

 

Additional Resources

Students will learn how to collaborate with team members, and do an oral presentation.

 

 

Children’s book over the Holocaust; SpringBoard book

 

 

 

Tuesday 2/11

Objective

(Student will…)

NO SCHOOL : PARENT/TEACHER CONFERENCES

Teacher Activities

 

Student Activities

 

Assessment/Evaluation

 

Academic Vocabulary

 

Modifications/Accomodations:

 

 

 

 

Relevance/

Rationale:

 

Additional Resources

 

 

 

Wednesday 2/12

Objective

(Student will…)

I will listen carefully and follow directions.

 

I will define successful communication.

 

I will take notes to assist listening.

 

RI8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI.8.10 By the end of the year read and comprehends literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

RL8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

RL8.10 By the end of the year read and comprehends literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

 

Teacher Activities

Direct the students in notetaking over how to be a good listener. Go over the key points in how to be a good speaker. Direct students in background knowledge of the Holocaust and getting ready to read The Boy in Striped Pajamas.

Student Activities

The Assignment is for the students to fill out the graphic organizer on page 242 in the SpringBoard book. They will answer questions over how to be a good listener/speaker on page 243. Then we will look at the novel The Boy in Striped Pajamas and get into the background knowledge of the Holocaust and answer questions on page 249 in the SpringBoard book.

 

Listen and learn about how to be a good listener/speaker.

Take notes in the graphic organizer.

Look at the novel The Boy in Striped Pajamas and answer questions over it.

 

Assessment/Evaluation

Graphic Organizer being completed. Questions being answer in full sentences and student feedback during discussion.

Academic Vocabulary

 

Modifications/Accomodations:

Point of view

 

 

Auditory learners will learn by listening to the information.

Hands on learners will learn by writing down the information in the form of notes.

Relevance/

Rationale:

 

Additional Resources

Students will learn what is expected to be a good listener and a good speaker. Students will also know how to gather information from a book before reading it.

 

 

The Boy in Striped Pajamas; SpringBoard book

 

 

Class Name

Thursday 2/13

Objective

(Student will…)

I will recognize the importance of precise diction.

 

I will recognize figurative language.

 

 

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.)

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

 

 

Teacher Activities

Direct the students in reading/listening to the novel The Boy in Striped Pajamas.

Student Activities

The Assignment is to read/follow along with the novel The Boy in Striped Pajamas. They will mark the text for figurative language.

 

Read/follow along with The Boy in Striped Pajamas.

Bring their book with them daily.

Mark the text for figurative language.

 

Assessment/Evaluation

Popcorn reading, following along in the book, being able to discuss what happened each day in the book.

Academic Vocabulary

 

Modifications/Accomodations:

 

 

 

Students will take turns reading aloud. For the Auditory learners they will listen carefully as the story is read to them.

Relevance/

Rationale:

 

Additional Resources

Students will learn to mark the text for key points and figurative language.

 

 

The Boy in Striped Pajamas; SpringBoard book

 

 

Class Name

Friday 2/14

Objective

(Student will…)

I will recognize the importance of precise diction.

 

I will recognize figurative language.

 

 

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.)

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

 

Teacher Activities

Direct the students in reading/listening to the novel The Boy in Striped Pajamas.

Student Activities

SAT vocab quiz; The Assignment is for the students to fill out the graphic organizer on page 242 in the SpringBoard book. They will answer questions over how to be a good listener/speaker on page 243. Then we will look at the novel The Boy in Striped Pajamas and get into the background knowledge of the Holocaust and answer questions on page 249 in the SpringBoard book.

 

Listen and learn about how to be a good listener/speaker.

Take notes in the graphic organizer.

Look at the novel The Boy in Striped Pajamas and answer questions over it.

 

Assessment/Evaluation

Popcorn reading, following along in the book, being able to discuss what happened each day in the book.

Academic Vocabulary

 

Modifications/Accomodations:

 

 

 

Students will take turns reading aloud. For the Auditory learners they will listen carefully as the story is read to them.

Relevance/

Rationale:

 

Additional Resources

Students will learn to mark the text for key points and figurative language.

 

 

The Boy in Striped Pajamas; SpringBoard book

 

 

 

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