ENGISH LANGUAGE ARTS LESSON PLANS September 14 - 18

MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY Y 6 EL -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer: A Academic Vocabulary Rhetoric Academic Rhetoric Gratitude No class – Vocabulary -Grammar Challenge -Collect field trip -Model prompt Practice: -Independent compare/contr. writing in Packets pp. 7-8 Reading Writing. Close Reader. Subjects/Pred. -Reteaching -Dialect p. 16 –Students write L1b, 2b RL, RI together; individually. 1-5 individually Evidence, L1e inference

7 -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer:

ELA Academic Rhetoric Academic Rhetoric Gratitude Vocabulary -Discuss Vocabulary -Discuss media. Challenge -ebook intro.: reading and -Media p. 23 1-2 -Independent p. 18a Analyze prompts. Analysis p. 19 individually. Reading- Story Elements: -Continue to -Review/teach -Read together Reteaching Plot and end – p. 12 5 W’s to Ship of Fools RL, RI Conflict citing text analyze pp. 24-26. RL1,3 evidence. structure p. 20 -Trace and -Add setting p. -#9 Writing p. -Individual evaluate 18c. Assign: 12 due Wed. vocab 19-25. argument: Closer Reader’s W -Assign: read partner work p. Big Things pp. 19-22 27 full page Come in Small Parents of and Q’s Packages pp. 3- Rescued -Assign: read 8. Teenage Was Abby Too -Model prompt Sailor… Young to Sail? responses. R1,2,5,8 for Monday Cite evidence, R1,2,5,8 inferences, analyze elements 9 -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer: ELA Academic Rhetoric Academic Rhetoric Gratitude Vocabulary -Collect final Vocabulary. -Closer Reader: Challenge -Performance copy. -Noun Clauses As a class read -Independent Task: Writing -Critical p. 10 – Making the Reading Activity – vocabulary p. together. Future Better, -Reteaching Argument. 9; 1-4, 1-4. -Practice and -Together pp. RL, RI -Peer review of -Correct and Apply p. 10: 3-7. Stop for rough draft. collect by end Revise prompts. -Begin final of class. argument using -Assign: Finish draft. L4b noun clauses reading and -Assign: (partner work). prompts for Complete final Due Th. Monday. draft. -Tutorial -Cite evidence, W1a-b together, p. analyze how 10a. author’s -Discuss claim, ideas/claims are reasons, developed, evidence, trace/evaluate counterarg. argument, L1b assess author’s claims. RI 11 -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer: ELA Academic Rhetoric Academic Rhetoric Gratitude Vocabulary -Close Read: Vocabulary Class absent Challenge -Discuss Close view The -Prompts and part of 4th hour -Independent Reader’s the Aztecs on discussion p. -Discuss 1-6; Reading General History 23-31. -Writing p. 33: -Reteaching History of Channel in -Cause and Argument RL, RI Virginia ebooks. Effect p. 31. W1 pp.3-10 -Introduce and -Meaning of -Assign: pp.34- -Discuss/correct begin Coming Words/Phrases 35 for Monday prompts. #12 of Age in the and Determine RI10, L 4c, Lb together p. 10. Dawnland Author’s -Partners: from 1491 Purpose p. 32 author purpose, -Assign: finish partners. central ideas, to 31. RI1, 4 details chart 22c pp.23-31 -Assign: 1-6 Teacher’s RI1,2,4,6, Analyzing the Edition 10 Text p. 33 Cite text RI1,2,4,6 evidence, central idea, author purpose, US foundational document 10 -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer: -Bell Ringer: ELA Academic Rhetoric Academic Rhetoric Gratitude Vocabulary -Peer review of Vocabulary -Read together Challenge -Group work: rough drafts. -Collect final pp. 5-8 -Independent compare and -Language and drafts. stopping for Reading contrast folk Style: Formal -POV: Cultural prompt -Reteaching tales using T vs. Informal p. Backgrounds p. responses. RL, RI diagram. 12 together. 12a together. -Assign for -Organize info, -Flashbacks Level Up Monday: short -Assign: rough and flash Tutorial response p. 9 draft for forwards p. RL6 author’s Tuesday 12a. lines 135- -Intro. to Close choice of RL5,6 145 Reader’s The structure partn./discuss. Wife’s Story p. Assign: final 12b : plot draft of C/C twists and writing. irony. RL5, W -Model prompt responses pp. 3-4. plot, character development

6 -Level Up No class – -Correct and -Introduce -Finish reading ENRI Tutorials field trip discuss prompt ebook, Fine? together. CH together; writing. annotating and -Assign: p. 32 highlighting. 1-3 -Begin reading -Vocabulary: and assign pp. 17-32 -Read together, L2a; L4,6 Close Reader’s individual assign to read Jumping Tree work. to p. 26 for pp.3-8 Friday. -Introduce character Fine? short -Discuss POV development story; RL1-6

Author info. RL1-6

RTI ELA: Math: ELA: Math: ELA:

Symbaloo Khan Academy Symbaloo Khan Academy Symbaloo Jackson –topic Jackson- Natasha Jackson- sentence Natasha sentence order sentence Sydney – MiKara for paragraphs MiKara sequence to simple Nathan paragraph subject Austin Sydney – Nathan Sydney – Mary /predicate complete compound Morgan –verbs Denae Austin sentences subject / in context and Morgan – Mary sentence predicate using guide structure words in Morgan – Denae Natasha – dictionary character glossary use in Natasha – development informational compare and Holden – text contrast Roman Holden – numerals in Natasha – distinguishing table of main idea fact from contents support details opinion Nathan – Nathan – proper nouns in Holden – identifying written compare / direct objects compositions contrast in informational text

Nathan – identifying nouns

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 given 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.