Monday
In class: After taking notes on theme and symbol, students will accurately answer 11 close reading questions to practice identifying these elements and discuss the themes and symbols they will track and analyze when doing a close reading of Night.
HW: Section 1 vocabulary for Night (identify any prefixes, roots, suffixes that you may notice in these words to do a "breakdown" of the word), Study "Key Terms to Know for the Holocaust" and other notes re: to the background / history of the Holocaust for this Friday's QUIZ, continue your independent reading at home
Tuesday
In class: After reviewing vocabulary for section 1 of Night, students will utilize a close reading key to take notes on theme, symbolism, unfamiliar vocabulary, and questions they have while reading this first section.
HW: Section 2 vocabulary for Night (identify any prefixes, roots, suffixes that you may notice in these words to do a "breakdown" of the word), Study "Key Terms to Know for the Holocaust" and other notes re: to the background / history of the Holocaust for this Friday's QUIZ, continue your independent reading at home
Wednesday
In class: After discussing close reading notes for section 1 of Night and reviewing vocabulary for section 2, students will view a brief video about ghettos and record at least 5 note facts about the purpose and conditions of the ghettos before doing a close reading of section 2 of Night.
HW: Study "Key Terms to Know for the Holocaust" and other notes re: to the background / history of the Holocaust for this Friday's QUIZ, continue your independent reading at home
Thursday
In class: After discussing close reading notes for section 2 of Night and discussing how the Nazis "closed the trap" on Elie and his family, students will define vocabulary words for section 3 and begin a close reading of this section.
HW: Night vocab. for section 3, Study "Key Terms to Know for the Holocaust" and other notes re: to the background / history of the Holocaust for tomorrow's QUIZ, continue your independent reading at home
Friday
In class: After completing an assessment on the background and key terms of the Holocaust, students will finish a close reading of section 3 of Night.
HW: Finish close reading of section 3 of Night if not completed during class today, continue your independent reading at home this weekend
Friday, September 30, 2016
Saturday, September 24, 2016
September 26-30
Monday
In class: After completing a 10 question anticipation guide for the Holocaust unit, students will complete cloze notes and concept map vocabulary exercises to familiarize themselves with the key terms of the Holocaust unit and build the background knowledge necessary for reading Night.
HW: Final draft of the personal narrative is due tomorrow on Google Classroom along with the completed Revision Checklist evidence made on the hardcopy of your rough draft, QUIZ on the first set of Greek and Latin roots will be on Monday 10/3--complete the study guide to help you prepare! (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night
Tuesday
In class: After viewing a brief video on the history of antisemitism , students will accurately respond to 9 questions regarding a map and 3 testimonials about life in Europe before Hitler came to power.
HW: QUIZ on the first set of Greek and Latin roots will be on Monday 10/3--complete the study guide to help you prepare! (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night
Wednesday
In class: Before reading Night, students will familiarize themselves with the historical background necessary to understand the larger context of the novel by completing a cloze note timeline spanning 1933-1942.
HW: QUIZ on the first set of Greek and Latin roots will be on Monday 10/3--complete the study guide to help you prepare! (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night
In class: After completing a 10 question anticipation guide for the Holocaust unit, students will complete cloze notes and concept map vocabulary exercises to familiarize themselves with the key terms of the Holocaust unit and build the background knowledge necessary for reading Night.
HW: Final draft of the personal narrative is due tomorrow on Google Classroom along with the completed Revision Checklist evidence made on the hardcopy of your rough draft, QUIZ on the first set of Greek and Latin roots will be on Monday 10/3--complete the study guide to help you prepare! (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night
Tuesday
In class: After viewing a brief video on the history of antisemitism , students will accurately respond to 9 questions regarding a map and 3 testimonials about life in Europe before Hitler came to power.
HW: QUIZ on the first set of Greek and Latin roots will be on Monday 10/3--complete the study guide to help you prepare! (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night
Wednesday
In class: Before reading Night, students will familiarize themselves with the historical background necessary to understand the larger context of the novel by completing a cloze note timeline spanning 1933-1942.
HW: QUIZ on the first set of Greek and Latin roots will be on Monday 10/3--complete the study guide to help you prepare! (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night
Thursday
In class: After completing a cloze note timeline of the Holocaust, students will continue to prepare for reading Night by defining, taking notes, and answering 6 close reading questions on theme and symbol.
HW: QUIZ on the first set of Greek and Latin roots will be on Monday--complete the study guide to help you prepare! (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night
Friday
No School--Teacher Workshop Day
Saturday, September 17, 2016
September 19-23
Monday
In class: After completing the rough draft of their personal narrative, students will utilize a 15 point revision checklist to begin to make improvements to their work. They will share their rough draft with an assigned partner in order to give and receive at least 6 useful digital comments on Google Drive for additional feedback this week.
HW: Revise your own personal narrative using the 15 point revision checklist, read your assigned partner's essay that was shared with you on Google Drive and give him/her at least 6 valuable digital feedback comments by this Thursday (Final Draft of personal narrative will now be due on Tuesday 9/27 on Google Classroom-- the hardcopy of your RD with evidence that you used the Revision Checklist will also be collected on this day), Read for 30 min.
Tuesday
In class: Students will participate in a role play activity called "Mission to the Moon" and will reflect on the purpose of the activity in writing.
HW: Written reflection on the "Mission to the Moon" activity on Google Classroom due tomorrow, continue to revise your personal narrative using the 15 point revision checklist and the peer feedback comments you received on Google Drive (Final Draft of personal narrative due Thursday on Google Classroom-- the hardcopy of your RD with evidence that you used the Revision Checklist and the 2 prewriting / planning graphic organizers will be collected on Thursday), Read for 30 min.
Wednesday
In class: Students will view 5 different photographs in pairs and record their observations on a graphic organizer; they will synthesize their observation notes to write an appropriate caption for each photo. They will participate in a discussion about the subjects, settings, and context of the photographs at the end.
HW: Finish revising and editing your personal narrative using the 15 point revision checklist and the peer feedback comments you received on Google Drive (Final Draft of personal narrative due TOMORROW on Google Classroom-- the hardcopy of your RD with evidence that you used the Revision Checklist and the 2 prewriting / planning graphic organizers will be collected TOMORROW), Read for 30 min.
Thursday
In class: After reflecting on step #1 of the Photo Project, students will conduct their own research on ushmm.org to find a photo taken in Europe prior to 1933 (the start of the Holocaust) to match to one of their own photos from home (step #2).
HW: Bring in photo from ushmm.org with all necessary citation information and your own photo match from home--all of these pieces need to be brought to class tomorrow in order to move on to step #3, Read for 30 min.
Friday
In class: After researching pre-Holocaust photos depicting "normal life" for Jews and finding a match for a selected personal photo, students will demonstrate the parallels between the two photos and write a reflection on the project's purpose.
HW: Complete Photo Project posting if necessary and bring your poster to class on Monday, Read for 30 min.
In class: After completing the rough draft of their personal narrative, students will utilize a 15 point revision checklist to begin to make improvements to their work. They will share their rough draft with an assigned partner in order to give and receive at least 6 useful digital comments on Google Drive for additional feedback this week.
HW: Revise your own personal narrative using the 15 point revision checklist, read your assigned partner's essay that was shared with you on Google Drive and give him/her at least 6 valuable digital feedback comments by this Thursday (Final Draft of personal narrative will now be due on Tuesday 9/27 on Google Classroom-- the hardcopy of your RD with evidence that you used the Revision Checklist will also be collected on this day), Read for 30 min.
Tuesday
In class: Students will participate in a role play activity called "Mission to the Moon" and will reflect on the purpose of the activity in writing.
HW: Written reflection on the "Mission to the Moon" activity on Google Classroom due tomorrow, continue to revise your personal narrative using the 15 point revision checklist and the peer feedback comments you received on Google Drive (Final Draft of personal narrative due Thursday on Google Classroom-- the hardcopy of your RD with evidence that you used the Revision Checklist and the 2 prewriting / planning graphic organizers will be collected on Thursday), Read for 30 min.
Wednesday
In class: Students will view 5 different photographs in pairs and record their observations on a graphic organizer; they will synthesize their observation notes to write an appropriate caption for each photo. They will participate in a discussion about the subjects, settings, and context of the photographs at the end.
HW: Finish revising and editing your personal narrative using the 15 point revision checklist and the peer feedback comments you received on Google Drive (Final Draft of personal narrative due TOMORROW on Google Classroom-- the hardcopy of your RD with evidence that you used the Revision Checklist and the 2 prewriting / planning graphic organizers will be collected TOMORROW), Read for 30 min.
Thursday
In class: After reflecting on step #1 of the Photo Project, students will conduct their own research on ushmm.org to find a photo taken in Europe prior to 1933 (the start of the Holocaust) to match to one of their own photos from home (step #2).
HW: Bring in photo from ushmm.org with all necessary citation information and your own photo match from home--all of these pieces need to be brought to class tomorrow in order to move on to step #3, Read for 30 min.
Friday
In class: After researching pre-Holocaust photos depicting "normal life" for Jews and finding a match for a selected personal photo, students will demonstrate the parallels between the two photos and write a reflection on the project's purpose.
HW: Complete Photo Project posting if necessary and bring your poster to class on Monday, Read for 30 min.
Saturday, September 10, 2016
September 12-16
Monday
In class: NWEA Reading Testing
HW: Read for 30 min.
Tuesday
In class: NWEA Reading Testing
HW: Read for 30 min.
Wednesday
In class: NWEA Reading Testing Make-Ups (if necessary), After completing 2 prewriting graphic organizers for a personal narrative, students will begin planning the organization of their essay using a different graphic organizer.
HW: Read for 30 min.
Thursday
In class: After reviewing the rubric for the personal narrative, students will use their prewriting and planning graphic organizers to begin drafting a 3-5 paragraph essay.
HW: Read for 30 min.
Friday
In class: After completing the rough draft of their personal narrative, students will utilize a 15 point revision checklist to make improvements to their writing.
HW: Complete the rough draft of your personal narrative on Google Drive & bring a printed copy to class on Monday (double-spaced, 12 point font), read for 30 min.
In class: NWEA Reading Testing
HW: Read for 30 min.
Tuesday
In class: NWEA Reading Testing
HW: Read for 30 min.
Wednesday
In class: NWEA Reading Testing Make-Ups (if necessary), After completing 2 prewriting graphic organizers for a personal narrative, students will begin planning the organization of their essay using a different graphic organizer.
HW: Read for 30 min.
Thursday
In class: After reviewing the rubric for the personal narrative, students will use their prewriting and planning graphic organizers to begin drafting a 3-5 paragraph essay.
HW: Read for 30 min.
Friday
In class: After completing the rough draft of their personal narrative, students will utilize a 15 point revision checklist to make improvements to their writing.
HW: Complete the rough draft of your personal narrative on Google Drive & bring a printed copy to class on Monday (double-spaced, 12 point font), read for 30 min.
Sunday, September 4, 2016
September 5-9
Monday
NO SCHOOL--Labor Day
Tuesday
In class: Writing Prompt #1: What is the best book you have read so far? What makes it so good? Explain. After completing a THINK-PAIR-SHARE pre-reading activity where students respond to the idea of a world where reading & writing do not exist, students will read and discuss the short story, “The Last Book in the Universe.”
HW: Read for at least 30 minutes, "Getting to Know You" Google Classroom assignment is due tonight, Writing Guide Scavenger Hunt questions are due this Friday
Wednesday
In class: After completing a guided reading of the short story, “The Last Book in the Universe,” students will work collaboratively to complete a post reading activity in which they will construct a response to 1 of 4 given questions. Responses to these questions will be shared by each group and discussed as a class.
HW: Read for at least 30 minutes, Writing Guide Scavenger Hunt questions are due this Friday
Thursday
In class: Writing Prompt #2: Write a list of the top 20 things you like about yourself. After reviewing the three components to essay construction (Introduction, Body & Conclusion) in the Writing Guide, students will read and analyze a brief personal narrative example in preparation for planning an essay of their own.
HW: Read for at least 30 minutes, Writing Guide Scavenger Hunt questions are due tomorrow
Friday
In class: Review responses to Writing Scavenger Hunt questions, After brainstorming topic ideas and completing various graphic organizers for writing a personal narrative, students will begin drafting the essay.
HW: Read for a least 30 minutes this weekend!
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