Monday
In class: After completing a 3-column vocabulary chart for the word taunting, students will write a prediction for chapter 12 of The Secret Life of Bees based on the epigraph and begin a close reading of the chapter.
HW: None
Tuesday
In class: After completing a close reading of chapter 12 of The Secret Life of Bees, students will discuss the chapter by sharing their prepared close reading notes.
HW: None
Wednesday - Friday
No class----Camp Mi-Te-Na Trip
Monday, June 12, 2017
Wednesday, May 31, 2017
May 29-June 2
Monday
Memorial Day---No School
Tuesday
In class: After completing a close reading of chapter 10 of The Secret Life of Bees, students will use their prepared notes / role to participate in a discussion of the chapter.
HW: TSLOB chapter 10 QUIZ tomorrow!
Wednesday
In class: After completing a 3-column vocabulary chart for the words industrious and sauntered, students will begin a close reading of chapter 11 of The Secret Life of Bees and prepare their assigned reading role for class discussion.
HW: None
Thursday
NWEA Reading Test
Friday
NWEA Reading Test
Memorial Day---No School
Tuesday
In class: After completing a close reading of chapter 10 of The Secret Life of Bees, students will use their prepared notes / role to participate in a discussion of the chapter.
HW: TSLOB chapter 10 QUIZ tomorrow!
Wednesday
In class: After completing a 3-column vocabulary chart for the words industrious and sauntered, students will begin a close reading of chapter 11 of The Secret Life of Bees and prepare their assigned reading role for class discussion.
HW: None
Thursday
NWEA Reading Test
Friday
NWEA Reading Test
Friday, May 19, 2017
May 22-26
Monday
In class: After competing a close reading of chapter 8 of The Secret Life of Bees, students will finalize their notes for this chapter on a graphic organizer.
HW: Be prepared for a Book Club discussion and a QUIZ on chapter 8 tomorrow!
Tuesday
In class: After using their close reading notes to guide their Book Club discussion of chapter 8 of The Secret Life of Bees, students will compete a brief reading comprehension quiz for the chapter as well as a 3-column vocabulary chart for the words ambitious and cunning.
HW: Read your independent reading book for at least 30 minutes
Wednesday
In class: Students will begin a close reading of chapter 9 of The Secret Life of Bees using a note-taking graphic organizer.
HW: Read your independent reading book for at least 30 minutes
Thursday
In class: After completing a close reading of chapter 9 of The Secret Life of Bees and finalizing their notes on a graphic organizer, students will participate in a Book Club discussion of the chapter using their notes as a guide.
HW: Be prepared for a QUIZ on chapter 9 tomorrow!
Friday
In class: After completing a brief reading comprehension quiz on chapter 9 of The Secret Life of Bees, students will complete a 3-column vocabulary chart for the words anguish and vigil, write a prediction based on the chapter 10 epigraph, and begin a close reading of chapter 10 using a graphic organizer for notes.
HW: None
Monday, May 15, 2017
May 15-19
Monday
In class: After reviewing vocabulary for chapter 7 of The Secret Life of Bees (incessantly & consignment), students will do a close reading of the chapter and take notes on a graphic organizer.
HW: Read your independent reading book!
Tuesday
Science NECAP Testing today---no class
Wednesday
In class: Students will complete a close reading of chapter 7 of The Secret Life of Bees and finalize their notes.
HW: Be prepared for a Book Club discussion and QUIZ on chapter 7 tomorrow
Thursday
In class: After completing a close reading of chapter 7 of The Secret Life of Bees, students will use their notes to participate in a Book Club discussion of the chapter, take a comprehension / vocab. quiz on chapter 7, and complete a 3-column vocabulary chart for chapter 8 words (gawky & affliction).
HW: Read your independent reading book!
Friday
In class: After writing a prediction based on the chapter 8 epigraph, students will begin a close reading of chapter 8 while taking notes on a graphic organizer.
HW: Read your independent reading book!
In class: After reviewing vocabulary for chapter 7 of The Secret Life of Bees (incessantly & consignment), students will do a close reading of the chapter and take notes on a graphic organizer.
HW: Read your independent reading book!
Tuesday
Science NECAP Testing today---no class
Wednesday
In class: Students will complete a close reading of chapter 7 of The Secret Life of Bees and finalize their notes.
HW: Be prepared for a Book Club discussion and QUIZ on chapter 7 tomorrow
Thursday
In class: After completing a close reading of chapter 7 of The Secret Life of Bees, students will use their notes to participate in a Book Club discussion of the chapter, take a comprehension / vocab. quiz on chapter 7, and complete a 3-column vocabulary chart for chapter 8 words (gawky & affliction).
HW: Read your independent reading book!
Friday
In class: After writing a prediction based on the chapter 8 epigraph, students will begin a close reading of chapter 8 while taking notes on a graphic organizer.
HW: Read your independent reading book!
Monday, May 8, 2017
May 8-12
Monday
In class: After completing a 3 column vocabulary chart for the words revelation, righteous, and etiquette, students will write an epigraph prediction for chapter 5 of The Secret Life of Bees and begin a close reading of the chapter using a graphic organizer.
HW: Book Review #2 on your latest, completed independent reading book is due this Friday on Google Classroom
Tuesday
In class: After completing a close reading of chapter 5 of The Secret Life of Bees and finalizing their notes, students will use these notes to participate in a Book Club discussion about the chapter.
HW: Book Review #2 on your latest, completed independent reading book is due this Friday on Google Classroom
Wednesday
In class: After completing a short comprehension quiz for chapter 5 of The Secret Life of Bees, students will compete a 3 column vocabulary chart for the words ingenious and solace, write an epigraph prediction for chapter 6, and begin a close reading of this chapter using a graphic organizer.
HW: Book Review #2 on your latest, completed independent reading book is due this Friday on Google Classroom
Thursday
In class: After completing a close reading of chapter 6 of The Secret Life of Bees and finalizing their notes, students will use these notes to participate in a Book Club discussion of the chapter.
HW: TSLOB menu activity for chapters 5 & 6 is due tomorrow, Book Review #2 on your latest, completed independent reading book is due tomorrow on Google Classroom
Friday
In class: After completing a short comprehension quiz for chapter 6 of The Secret Life of Bees, students will complete a 3 column vocabulary chart for the words incessantly and consignment and begin close reading of chapter 7 using a graphic organizer.
HW: None
In class: After completing a 3 column vocabulary chart for the words revelation, righteous, and etiquette, students will write an epigraph prediction for chapter 5 of The Secret Life of Bees and begin a close reading of the chapter using a graphic organizer.
HW: Book Review #2 on your latest, completed independent reading book is due this Friday on Google Classroom
Tuesday
In class: After completing a close reading of chapter 5 of The Secret Life of Bees and finalizing their notes, students will use these notes to participate in a Book Club discussion about the chapter.
HW: Book Review #2 on your latest, completed independent reading book is due this Friday on Google Classroom
Wednesday
In class: After completing a short comprehension quiz for chapter 5 of The Secret Life of Bees, students will compete a 3 column vocabulary chart for the words ingenious and solace, write an epigraph prediction for chapter 6, and begin a close reading of this chapter using a graphic organizer.
HW: Book Review #2 on your latest, completed independent reading book is due this Friday on Google Classroom
Thursday
In class: After completing a close reading of chapter 6 of The Secret Life of Bees and finalizing their notes, students will use these notes to participate in a Book Club discussion of the chapter.
HW: TSLOB menu activity for chapters 5 & 6 is due tomorrow, Book Review #2 on your latest, completed independent reading book is due tomorrow on Google Classroom
Friday
In class: After completing a short comprehension quiz for chapter 6 of The Secret Life of Bees, students will complete a 3 column vocabulary chart for the words incessantly and consignment and begin close reading of chapter 7 using a graphic organizer.
HW: None
Friday, April 21, 2017
May 1-5
Monday
In class: After reviewing examples of symbolism in chapters 1 and 2 of The Secret Life of Bees, students will complete a 3 column vocabulary chart with the words speculating and consternation and do a close reading of chapter 3 using a note-taking graphic organizer.
HW: Be prepared for a chapter 3 Book Club discussion and QUIZ tomorrow, Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
Tuesday
In class: After participating in a Book Club discussion of chapter 3 of The Secret Life of Bees using their close reading notes as a guide, students will complete a short chapter comprehension quiz and a post-reading menu activity.
HW: Chapter 3 post-reading menu activity is due tomorrow, Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
Wednesday
In class: After completing a 3 column vocabulary chart for the words meander and corrugated, students will make a prediction based the chapter 4 epigraph and begin a close reading of chapter 4 of The Secret Life of Bees using a note-taking graphic organizer.
HW: Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
Thursday
In class: After completing a close reading of chapter 4 of The Secret Life of Bees and finalizing their notes, students will watch 2 short video clips about bees and honey-making to relate to the symbolism in the novel.
HW: Be prepared for a chapter 4 Book Club discussion and QUIZ tomorrow, Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
Friday
In class: After participating in a Book Club discussion of chapter 4 of The Secret Life of Bees, students will complete a short chapter comprehension quiz and work on a selected post-reading menu activity for chapter 4.
HW: Chapter 4 post-reading menu activity is due on Monday, Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
In class: After reviewing examples of symbolism in chapters 1 and 2 of The Secret Life of Bees, students will complete a 3 column vocabulary chart with the words speculating and consternation and do a close reading of chapter 3 using a note-taking graphic organizer.
HW: Be prepared for a chapter 3 Book Club discussion and QUIZ tomorrow, Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
Tuesday
In class: After participating in a Book Club discussion of chapter 3 of The Secret Life of Bees using their close reading notes as a guide, students will complete a short chapter comprehension quiz and a post-reading menu activity.
HW: Chapter 3 post-reading menu activity is due tomorrow, Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
Wednesday
In class: After completing a 3 column vocabulary chart for the words meander and corrugated, students will make a prediction based the chapter 4 epigraph and begin a close reading of chapter 4 of The Secret Life of Bees using a note-taking graphic organizer.
HW: Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
Thursday
In class: After completing a close reading of chapter 4 of The Secret Life of Bees and finalizing their notes, students will watch 2 short video clips about bees and honey-making to relate to the symbolism in the novel.
HW: Be prepared for a chapter 4 Book Club discussion and QUIZ tomorrow, Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
Friday
In class: After participating in a Book Club discussion of chapter 4 of The Secret Life of Bees, students will complete a short chapter comprehension quiz and work on a selected post-reading menu activity for chapter 4.
HW: Chapter 4 post-reading menu activity is due on Monday, Book Review #2 on a new book most recently read is due on 5/12 on Google Classroom
Monday, April 17, 2017
April 17-21
Monday
In class: SBAC make-up testing
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Tuesday
In class: SBAC make-up testing
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Wednesday
In class: SBAC make-up testing / Root Word (w/ prefixes and suffixes) BINGO, Word Breakdown Challenge
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Thursday
Culminating Project Presentation Day (no classes--students will present in homerooms)
Friday
In class: Last day of SBAC make-up testing / View Pixar shorts and determine theme, character motivations & traits, and plot
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
In class: SBAC make-up testing
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Tuesday
In class: SBAC make-up testing
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Wednesday
In class: SBAC make-up testing / Root Word (w/ prefixes and suffixes) BINGO, Word Breakdown Challenge
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Thursday
Culminating Project Presentation Day (no classes--students will present in homerooms)
Friday
In class: Last day of SBAC make-up testing / View Pixar shorts and determine theme, character motivations & traits, and plot
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
April 10-14
Monday
In class: SBAC CAT Test
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Tuesday
In class: SBAC CAT Test
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Wednesday
In class: SBAC Class Activity and unpacking the question / note-taking strategy to prepare for tomorrow's Performance Task part of the test
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Thursday
In class: (Mods 1 & 3 only) SBAC Performance Task
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Friday
In class: (Mods 2 & 4 only) SBAC Performance Task
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
In class: SBAC CAT Test
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Tuesday
In class: SBAC CAT Test
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Wednesday
In class: SBAC Class Activity and unpacking the question / note-taking strategy to prepare for tomorrow's Performance Task part of the test
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Thursday
In class: (Mods 1 & 3 only) SBAC Performance Task
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Friday
In class: (Mods 2 & 4 only) SBAC Performance Task
HW: Book Review #2 on a new independent reading book is due Friday, May 12th
Friday, March 31, 2017
April 3-7
Monday
In class: While watching a short PBS video about Civil Rights, students will take notes on ways that African Americans were discriminated against and any other surprising facts that they didn't know before.
HW: Book Review #1 due Wednesday on Google Classroom, read your independent reading book for 30 minutes
Tuesday
In class: After reviewing how the chapter 1 epigraph in The Secret Life of Bees relates to events in the chapter and exploring the symbolism in this chapter, students will prepare for reading chapter 2 by defining vocabulary words in context (brazen & beseeching) and making a prediction based on the chapter 2 epigraph.
HW: Book Review #1 due tomorrow on Google Classroom! Finish chapter 2 epigraph prediction if necessary for tomorrow
Wednesday
In class: After sharing epigraph predictions for chapter 2 of The Secret Life of Bees with their Book Club groups, students will begin a close reading of the chapter and take notes on a graphic organizer.
HW: Read your independent reading book for at least 30 minutes, Book Review #2 due Fri. May 12 on Google Classroom
Thursday
In class: After completing a close reading of chapter 2 of The Secret Life of Bees, students will select one "menu activity" to on during today's class that will extend and reinforce their comprehension of chapter 2.
HW: Be prepared for Book Club discussion #2 to be held tomorrow (make sure all of your close reading role notes are completed for chapter 2), QUIZ tomorrow on chapter 2 of TSLOB w/ vocab., Menu Activity for chapter 2 due Monday 4/10, Read your independent reading book for at least 30 minutes, Book Review #2 due Fri. May 12 on Google Classroom
Friday
In class: After participating in a Book Club discussion about chapter 2 of The Secret Life of Bees using their close reading notes from the chapter as a basis for discussion, students will complete an assessment on plot and vocabulary in chapter 2.
HW: Menu Activity for chapter 2 due Monday! Read your independent reading book for at least 30 minutes, Book Review #2 due Fri. May 12 on Google Classroom
In class: While watching a short PBS video about Civil Rights, students will take notes on ways that African Americans were discriminated against and any other surprising facts that they didn't know before.
HW: Book Review #1 due Wednesday on Google Classroom, read your independent reading book for 30 minutes
Tuesday
In class: After reviewing how the chapter 1 epigraph in The Secret Life of Bees relates to events in the chapter and exploring the symbolism in this chapter, students will prepare for reading chapter 2 by defining vocabulary words in context (brazen & beseeching) and making a prediction based on the chapter 2 epigraph.
HW: Book Review #1 due tomorrow on Google Classroom! Finish chapter 2 epigraph prediction if necessary for tomorrow
Wednesday
In class: After sharing epigraph predictions for chapter 2 of The Secret Life of Bees with their Book Club groups, students will begin a close reading of the chapter and take notes on a graphic organizer.
HW: Read your independent reading book for at least 30 minutes, Book Review #2 due Fri. May 12 on Google Classroom
Thursday
In class: After completing a close reading of chapter 2 of The Secret Life of Bees, students will select one "menu activity" to on during today's class that will extend and reinforce their comprehension of chapter 2.
HW: Be prepared for Book Club discussion #2 to be held tomorrow (make sure all of your close reading role notes are completed for chapter 2), QUIZ tomorrow on chapter 2 of TSLOB w/ vocab., Menu Activity for chapter 2 due Monday 4/10, Read your independent reading book for at least 30 minutes, Book Review #2 due Fri. May 12 on Google Classroom
Friday
In class: After participating in a Book Club discussion about chapter 2 of The Secret Life of Bees using their close reading notes from the chapter as a basis for discussion, students will complete an assessment on plot and vocabulary in chapter 2.
HW: Menu Activity for chapter 2 due Monday! Read your independent reading book for at least 30 minutes, Book Review #2 due Fri. May 12 on Google Classroom
Monday, March 27, 2017
March 27-31
Monday
In class: After reviewing epigraph predictions and close reading roles for book club groups, students will begin a close reading of chapter 1 of The Secret Life of Bees and take notes on a graphic organizer.
HW: Read your independent reading book for 30 minutes. Book Review #1 is due next Wednesday 4/5 on Google Classroom!
Tuesday
In class: After defining 2 vocabulary words in context (oblivious & unperturbed) using the 3-column chart for chapter 1 of The Secret Life of Bees, students will continue a close reading of the chapter and take notes on a graphic organizer.
HW: Read your independent reading book for 30 minutes. Book Review #1 is due next Wednesday 4/5 on Google Classroom!
Wednesday
In class: After completing a close reading of chapter 1 of The Secret Life of Bees, students will select 1 "menu activity" to work on during today's class that will extend and reinforce their comprehension of chapter 1.
HW: Be prepared for your first Book Club discussion meeting tomorrow covering your reading and notes on chapter 1 of The Secret Life of Bees. QUIZ this Friday on chapter 1 of The Secret Life of Bees. Read your independent reading book for 30 minutes. Book Review #1 is due next Wednesday 4/5 on Google Classroom!
Thursday
In class: After completing a "menu activity" for chapter 1 of The Secret Life of Bees, students will participate in a Book Club meeting in their small group using their close reading notes for chapter 1 as a basis for discussion.
HW: QUIZ tomorrow on chapter 1 of The Secret Life of Bees. Read your independent reading book for 30 minutes. Book Review #1 is due Wednesday 4/5 on Google Classroom!
Friday
In class: After completing an assessment on plot and vocabulary in chapter 1 of The Secret Life of Bees, students will participate in word play games using word parts (Greek and Latin roots, prefixes and suffixes).
HW: Read your independent reading book for 30 minutes. Book Review #1 is due Wednesday 4/5 on Google Classroom!
Sunday, March 19, 2017
March 20-24
Monday
In class: After completing a close reading of the short story, "Hallucination," students will play a "Grudgeball" review game in preparation for assessment.
HW: Revised short answer responses on "The Monkey's Paw" test are due tomorrow in order to improve your grade, TEST on "Hallucination" this Wednesday (reread the story using the online text book and study vocabulary--conviction, insolent, refrain), Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom
Tuesday
In class: After reviewing new word parts (prefixes, suffixes, and roots), students will reinforce their knowledge of these meanings by playing a matching and word creation game using these word parts.
HW: TEST on "Hallucination" tomorrow (reread the story using the online text book and study vocabulary--conviction, insolent, refrain), Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom
Wednesday
In class: Students will complete an assessment on the short story, "Hallucination," which will cover plot, vocabulary, setting, and science fiction elements.
HW: Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom---keep reading for 30 minutes each night
Thursday
In class: After reading and discussing a historical overview of the 1960s and themes in The Secret Life of Bees, students will complete an anticipation guide in preparation for reading the novel.
HW: Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom---keep reading for 30 minutes each night
Friday
In class: After completing a 3 column vocabulary chart for 2 words (presumptuous & orneriness) and reviewing the definition of an epigraph, students will read the epigraph for chapter 1 of The Secret Life of Bees and use it to make a prediction before reading.
HW: Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom---keep reading for 30 minutes each night
In class: After completing a close reading of the short story, "Hallucination," students will play a "Grudgeball" review game in preparation for assessment.
HW: Revised short answer responses on "The Monkey's Paw" test are due tomorrow in order to improve your grade, TEST on "Hallucination" this Wednesday (reread the story using the online text book and study vocabulary--conviction, insolent, refrain), Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom
Tuesday
In class: After reviewing new word parts (prefixes, suffixes, and roots), students will reinforce their knowledge of these meanings by playing a matching and word creation game using these word parts.
HW: TEST on "Hallucination" tomorrow (reread the story using the online text book and study vocabulary--conviction, insolent, refrain), Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom
Wednesday
In class: Students will complete an assessment on the short story, "Hallucination," which will cover plot, vocabulary, setting, and science fiction elements.
HW: Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom---keep reading for 30 minutes each night
Thursday
In class: After reading and discussing a historical overview of the 1960s and themes in The Secret Life of Bees, students will complete an anticipation guide in preparation for reading the novel.
HW: Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom---keep reading for 30 minutes each night
Friday
In class: After completing a 3 column vocabulary chart for 2 words (presumptuous & orneriness) and reviewing the definition of an epigraph, students will read the epigraph for chapter 1 of The Secret Life of Bees and use it to make a prediction before reading.
HW: Book Review #1 based on independent reading is due Wed. 4/5 on Google Classroom---keep reading for 30 minutes each night
Thursday, March 9, 2017
March 13-17
Monday
In class: Students will complete a 19 question assessment on the short story, "The Monkey's Paw," with a focus on plot, setting, mood, and vocabulary.
HW: Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
Tuesday
In class: After reviewing the elements of science fiction, students will complete a 3 column vocabulary chart for 3 words (conviction, insolent, refrain) before beginning a close reading of the short story, "Hallucination."
HW: Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
Wednesday
In class: Students will continue a close reading of "Hallucination" while taking text analysis notes on the elements of science fiction in the story.
HW: Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
Thursday
In class: Students will complete a close reading of "Hallucination" with text analysis notes on the elements of science fiction in the story.
HW: TEST on "Hallucination" will be on Wed. 3/22, Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
Friday
In class: After reviewing new Greek and Latin roots, students will reinforce their knowledge of these meanings through word play.
HW: TEST on "Hallucination" will be on Wed. 3/22, Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
In class: Students will complete a 19 question assessment on the short story, "The Monkey's Paw," with a focus on plot, setting, mood, and vocabulary.
HW: Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
Tuesday
In class: After reviewing the elements of science fiction, students will complete a 3 column vocabulary chart for 3 words (conviction, insolent, refrain) before beginning a close reading of the short story, "Hallucination."
HW: Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
Wednesday
In class: Students will continue a close reading of "Hallucination" while taking text analysis notes on the elements of science fiction in the story.
HW: Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
Thursday
In class: Students will complete a close reading of "Hallucination" with text analysis notes on the elements of science fiction in the story.
HW: TEST on "Hallucination" will be on Wed. 3/22, Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
Friday
In class: After reviewing new Greek and Latin roots, students will reinforce their knowledge of these meanings through word play.
HW: TEST on "Hallucination" will be on Wed. 3/22, Read for 30 minutes, Book Review #1 due on 4/5 on Google Classroom
Sunday, March 5, 2017
March 6-10
Monday
In class: After reading and taking notes on how setting can affect characters and create conflict and how descriptions of setting, imagery, and characters' speech or feelings work together to establish the mood of a story, students will practice identifying and analyzing these elements in a close reading of 4 short passages.
HW: Read the excerpt from "The House of Dies Drear" and answer 4 Close Reading questions in complete sentences (restating the question too) on a separate sheet of paper, Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
Tuesday
In class: After reviewing setting and mood in "The House of Dies Drear" excerpt, students will complete a 3 column vocabulary chart for 6 vocabulary words they will encounter in the short story, "The Monkey's Paw," before beginning a close reading of the story.
HW: Read for 30 minutes, Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
Wednesday
In class: Students will complete a close reading of "The Monkey's Paw" during which they will continue to analyze the story's setting, mood, and narrator.
HW: Vocabulary Practice sheet for "The Monkey's Paw" & Vocabulary Strategy sheet for the root word "-cred", Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
Thursday
In class: After reviewing vocabulary from "The Monkey's Paw," students will watch a short film version of the short story and compare / contrast the two with a focus on setting and mood.
HW: TEST on "The Monkey's Paw" on Monday 3/13, Read for 30 minutes, Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
Friday
In class: After reviewing how and what to study for Monday's TEST on "The Monkey's Paw," students will practice using new Greek & Latin roots by playing a game.
HW: TEST on "The Monkey's Paw" on Monday 3/13, Read for 30 minutes, Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
In class: After reading and taking notes on how setting can affect characters and create conflict and how descriptions of setting, imagery, and characters' speech or feelings work together to establish the mood of a story, students will practice identifying and analyzing these elements in a close reading of 4 short passages.
HW: Read the excerpt from "The House of Dies Drear" and answer 4 Close Reading questions in complete sentences (restating the question too) on a separate sheet of paper, Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
Tuesday
In class: After reviewing setting and mood in "The House of Dies Drear" excerpt, students will complete a 3 column vocabulary chart for 6 vocabulary words they will encounter in the short story, "The Monkey's Paw," before beginning a close reading of the story.
HW: Read for 30 minutes, Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
Wednesday
In class: Students will complete a close reading of "The Monkey's Paw" during which they will continue to analyze the story's setting, mood, and narrator.
HW: Vocabulary Practice sheet for "The Monkey's Paw" & Vocabulary Strategy sheet for the root word "-cred", Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
Thursday
In class: After reviewing vocabulary from "The Monkey's Paw," students will watch a short film version of the short story and compare / contrast the two with a focus on setting and mood.
HW: TEST on "The Monkey's Paw" on Monday 3/13, Read for 30 minutes, Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
Friday
In class: After reviewing how and what to study for Monday's TEST on "The Monkey's Paw," students will practice using new Greek & Latin roots by playing a game.
HW: TEST on "The Monkey's Paw" on Monday 3/13, Read for 30 minutes, Book Review for most recently finished independent reading book is due on Google Classroom on April 5th (use the template given in class)
Tuesday, February 21, 2017
February 20-24
Monday
No School--Presidents' Day
Tuesday
In class: After responding to the question, "Does beauty matter?", in writing, students will read two poems ("the lesson of the moth" by Don Marquis and "Identity" by Julio Noboa) and cite textual evidence that supports their inferences, determine the meaning of words and phrases used in the poems, analyze the impact of specific word choices on meaning, and analyze how structure contributes to the meaning of each poem.
HW: Finish answering "After Reading" questions for "the lesson of the moth" and "Identity", read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House this Friday
Wednesday
In class: After reviewing responses to "After Reading" questions for "the lesson of the moth" and "Identity", students will do a close reading of 2 poems ("Speech to the Young Speech to the Progress-Toward" and "Mother to Son") in which they will cite evidence that supports inferences drawn from the text, determine the meaning of words and phrases as they are in text, and analyze the impact of specific word choices on meaning and tone.
HW: Finish answering "After Reading" questions for "Speech to the Young Speech to the Progress Toward" & "Mother to Son", read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House this Friday
Thursday
In class: After reviewing types of poetry and the poetic devices learned about in this unit, students will be given a variety of poem prompts to write their own poem.
HW: Complete the poem you started writing in class today (if necessary), be prepared to have a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House tomorrow
Friday
In class: Poetry Coffee House
HW: Read during vacation!
No School--Presidents' Day
Tuesday
In class: After responding to the question, "Does beauty matter?", in writing, students will read two poems ("the lesson of the moth" by Don Marquis and "Identity" by Julio Noboa) and cite textual evidence that supports their inferences, determine the meaning of words and phrases used in the poems, analyze the impact of specific word choices on meaning, and analyze how structure contributes to the meaning of each poem.
HW: Finish answering "After Reading" questions for "the lesson of the moth" and "Identity", read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House this Friday
Wednesday
In class: After reviewing responses to "After Reading" questions for "the lesson of the moth" and "Identity", students will do a close reading of 2 poems ("Speech to the Young Speech to the Progress-Toward" and "Mother to Son") in which they will cite evidence that supports inferences drawn from the text, determine the meaning of words and phrases as they are in text, and analyze the impact of specific word choices on meaning and tone.
HW: Finish answering "After Reading" questions for "Speech to the Young Speech to the Progress Toward" & "Mother to Son", read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House this Friday
Thursday
In class: After reviewing types of poetry and the poetic devices learned about in this unit, students will be given a variety of poem prompts to write their own poem.
HW: Complete the poem you started writing in class today (if necessary), be prepared to have a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House tomorrow
Friday
In class: Poetry Coffee House
HW: Read during vacation!
Tuesday, February 14, 2017
February 13-17
Monday
No School--Snow Day
Tuesday
In class: NWEA Testing
HW: Be prepared to recite / perform your assigned stanza from "The Raven" in class tomorrow, completed poetry analysis packet for "The Raven" also due tomorrow
Wednesday
In class: After completing an analysis of the poem "The Raven," students will discuss their responses and share evidence taken from the poem as part of their analysis. They will also do a dramatic recitation of their assigned stanza from the poem to demonstrate their comprehension.
HW: Read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House next Friday 2/24
Thursday
In class: After responding to the essential question of the poetry unit (unit 5 in the text book), "What makes a poem?" in writing, students will determine the meaning of words and phrases (figurative and connotative), analyze the impact of word choices on meaning and tone, compare and contrast various poems, and analyze how a poem's structure contributes to its meaning and style. Students will also take notes on "poetry basics" using graphic organizers.
HW: Read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House next Friday 2/24
Friday
In class: After discussing the question, "How can words create pictures?", students will read the poem, "Introduction to Poetry" by Billy Collins, and determine the meaning of words and phrases, including figurative meanings, analyze the impact of word choices on meaning and tone, and analyze the structure of the poem.
HW: Read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House next Friday 2/24
No School--Snow Day
Tuesday
In class: NWEA Testing
HW: Be prepared to recite / perform your assigned stanza from "The Raven" in class tomorrow, completed poetry analysis packet for "The Raven" also due tomorrow
Wednesday
In class: After completing an analysis of the poem "The Raven," students will discuss their responses and share evidence taken from the poem as part of their analysis. They will also do a dramatic recitation of their assigned stanza from the poem to demonstrate their comprehension.
HW: Read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House next Friday 2/24
Thursday
In class: After responding to the essential question of the poetry unit (unit 5 in the text book), "What makes a poem?" in writing, students will determine the meaning of words and phrases (figurative and connotative), analyze the impact of word choices on meaning and tone, compare and contrast various poems, and analyze how a poem's structure contributes to its meaning and style. Students will also take notes on "poetry basics" using graphic organizers.
HW: Read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House next Friday 2/24
Friday
In class: After discussing the question, "How can words create pictures?", students will read the poem, "Introduction to Poetry" by Billy Collins, and determine the meaning of words and phrases, including figurative meanings, analyze the impact of word choices on meaning and tone, and analyze the structure of the poem.
HW: Read for 30 minutes, select a favorite poem / song (written by you or someone else) to read at our Poetry Coffee House next Friday 2/24
Monday, February 6, 2017
February 6-10
Monday
In class: NWEA Reading Testing
HW: Memorize your assigned stanza from "The Raven" and be prepared to "perform" on Thursday!
Tuesday
In class: NWEA Reading Testing
HW: Memorize your assigned stanza from "The Raven" and be prepared to "perform" on Thursday!
Wednesday
In class: NWEA Reading Testing (make-ups), work on "The Raven" Poetry Analysis Packet
HW: Memorize your assigned stanza from "The Raven" and be prepared to "perform" TOMORROW! Completed Poetry Analysis Packet for "The Raven" is also due TOMORROW
Thursday
In class: After summarizing analyzing the poem "The Raven," students will recite / perform their assigned stanza from the poem to demonstrate comprehension, and they will discuss their responses and evidence taken from the poem during their analysis.
HW: Read for 30 minutes!
Friday
In class: Students will use graphic organizers to deconstruct vocabulary in order to extract meaning.
HW: Read for 30 minutes!
HW: Read for 30 minutes!
Friday
In class: Students will use graphic organizers to deconstruct vocabulary in order to extract meaning.
HW: Read for 30 minutes!
Monday, January 30, 2017
January 30-February 3
Monday
In class: After completing a guided reading of Poe's short story, "The Black Cat," using Kahoot!, students will review 23 questions regarding vocabulary in context, plot, and conflict in preparation for tomorrow's quiz.
HW: Study for tomorrow's quiz on "The Cask of Amontillado" and "The Black Cat"
Tuesday
In class: After previewing and discussing vocabulary in Poe's poem, "The Raven," students will listen to the poem and begin paraphrasing each stanza using a graphic organizer.
HW: Read for 30 minutes!
Wednesday
In class: After paraphrasing each stance of "The Raven" on a graphic organizer, students will identify and discuss the mood and theme of the poem.
HW: Memorize your assigned stanza from "The Raven" by Thursday 2/9, read for 30 minutes
Thursday
In class: After watching The Simpsons spoof of "The Raven," students will analyze the following in the poem: structure, rhyme scheme, symbolism, theme, point of view, sound devices, and mood.
HW: Memorize your assigned stanza from "The Raven" by Thursday 2/9, read for 30 minutes
Friday
In class: After completing the poetry analysis packet for "The Raven," students will review their answers and practice reciting their assigned stanza.
HW: Memorize your assigned stanza from "The Raven" by Thursday 2/9, read for 30 minutes
In class: After completing a guided reading of Poe's short story, "The Black Cat," using Kahoot!, students will review 23 questions regarding vocabulary in context, plot, and conflict in preparation for tomorrow's quiz.
HW: Study for tomorrow's quiz on "The Cask of Amontillado" and "The Black Cat"
Tuesday
In class: After previewing and discussing vocabulary in Poe's poem, "The Raven," students will listen to the poem and begin paraphrasing each stanza using a graphic organizer.
HW: Read for 30 minutes!
Wednesday
In class: After paraphrasing each stance of "The Raven" on a graphic organizer, students will identify and discuss the mood and theme of the poem.
HW: Memorize your assigned stanza from "The Raven" by Thursday 2/9, read for 30 minutes
Thursday
In class: After watching The Simpsons spoof of "The Raven," students will analyze the following in the poem: structure, rhyme scheme, symbolism, theme, point of view, sound devices, and mood.
HW: Memorize your assigned stanza from "The Raven" by Thursday 2/9, read for 30 minutes
Friday
In class: After completing the poetry analysis packet for "The Raven," students will review their answers and practice reciting their assigned stanza.
HW: Memorize your assigned stanza from "The Raven" by Thursday 2/9, read for 30 minutes
Monday, January 23, 2017
January 23-27
Monday
In class: After completing a guided reading of Poe's short story, "The Cask of Amontillado," students will correctly answer 8 text analysis questions and support their responses with evidence from the story.
HW: Read for 30 minutes
Tuesday
In class: After reading a nonfiction piece about an historical event that inspired Poe's short story, "The Cask of Amontillado," students will define mood and correctly answer 4 text analysis questions regarding the mood in this story.
HW: Read for 30 minutes
Wednesday
In class: After completing a picture prediction writing exercise for Poe's short story, "The Black Cat," students will participate in a guided reading of the story using Kahoot! in which they will correctly respond to 23 questions regarding vocabulary in context, plot, and conflict.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Thursday
In class: Students will complete a guided reading of Poe's short story, "The Black Cat," using Kahoot! in which they will correctly respond to 23 questions regarding vocabulary in context, plot, and conflict.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Friday
In class: After finishing a close reading of Poe's short story, "The Black Cat," students will participate in 4 literacy stations that require them to demonstrate, extend, and apply their understanding of the story in different ways.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
In class: After completing a guided reading of Poe's short story, "The Cask of Amontillado," students will correctly answer 8 text analysis questions and support their responses with evidence from the story.
HW: Read for 30 minutes
Tuesday
In class: After reading a nonfiction piece about an historical event that inspired Poe's short story, "The Cask of Amontillado," students will define mood and correctly answer 4 text analysis questions regarding the mood in this story.
HW: Read for 30 minutes
Wednesday
In class: After completing a picture prediction writing exercise for Poe's short story, "The Black Cat," students will participate in a guided reading of the story using Kahoot! in which they will correctly respond to 23 questions regarding vocabulary in context, plot, and conflict.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Thursday
In class: Students will complete a guided reading of Poe's short story, "The Black Cat," using Kahoot! in which they will correctly respond to 23 questions regarding vocabulary in context, plot, and conflict.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Friday
In class: After finishing a close reading of Poe's short story, "The Black Cat," students will participate in 4 literacy stations that require them to demonstrate, extend, and apply their understanding of the story in different ways.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Friday, January 13, 2017
January 16-20
Monday
No School--MLK Day
HW: QUIZ tomorrow on plot, conflict, and vocabulary in "The Tell-Tale Heart"
Tuesday
In class: After completing the argument activity for Poe's short story,"The Tell-Tale Heart," students will watch a 1941 film adaptation of the story and discuss the differences between it and the written version in small groups.
HW: Read for 30 minutes
Wednesday
In class: After completing a 21 question assessment on plot, conflict, and vocabulary in Poe's short story, "The Tell-Tale Heart," students will define 3 types of irony (verbal, situational, and dramatic), review foreshadowing, and complete a 3 column vocabulary chart for 4 words they will encounter in their reading of Poe's short story, "The Cask of Amontillado."
HW: Read for 30 minutes
Thursday
In class: After previewing a list of vocabulary for Poe's short story, "The Cask of Amontillado," students will begin a guided reading of this story with pictures to aid in their comprehension of the plot and highlight 5 examples of irony used in the story.
HW: Read for 30 minutes
Friday
In class: After completing a guided reading of Poe's short story, "The Cask of Amontillado," students will discuss examples of irony and foreshadowing used in the story and deconstruct vocabulary words using their knowledge of prefix, root, and suffix meanings.
HW: Read for 30 minutes
Friday, January 6, 2017
January 9-13
Monday
In class: After using 2 nonfiction sources (a mini-bio video and a biography article) about Edgar Allan Poe to help them answer the questions they had about Poe's life and work, students will read the poem "Alone" and write a brief response explaining how 2-3 specific lines in the poem reflect what they've learned about Poe's life experience.
HW: Read for 30 minutes
Tuesday
In class: After using context clues to define 10 vocabulary words for "The Tell-Tale Heart" by E.A. Poe and completing a 3 column vocabulary graphic organizer for these words, students will analyze Poe's use of suspense and evaluate the narrator of this story on a graphic organizer as they read it.
HW: Read for 30 minutes
Wednesday
In class: After completing a close reading of Poe's short story, "The Tell-Tale Heart," by analyzing its suspense and evaluating the narrator, students will put 11 illustrations of the story in the correct plot order and complete an accurate plot map with these events.
HW: Vocabulary Study sheet for "The Tell-Tale Heart," Read for 30 minutes
Thursday
In class: After reviewing the legal definition of insanity, students will reread "The Tell-Tale Heart" and highlight evidence in the story that supports both the narrator's sanity and insanity at the time of the murder.
HW: Read for 30 minutes
Friday
In class: After gathering evidence to support both the sanity and insanity of the narrator of "The Tell-Tale Heart," students will review the evidence to support both claims and formulate their own claim based on this evidence.
HW: QUIZ on plot, conflict, and vocabulary in "The Tell-Tale Heart" on Wednesday! Read for 30 minutes
In class: After using 2 nonfiction sources (a mini-bio video and a biography article) about Edgar Allan Poe to help them answer the questions they had about Poe's life and work, students will read the poem "Alone" and write a brief response explaining how 2-3 specific lines in the poem reflect what they've learned about Poe's life experience.
HW: Read for 30 minutes
Tuesday
In class: After using context clues to define 10 vocabulary words for "The Tell-Tale Heart" by E.A. Poe and completing a 3 column vocabulary graphic organizer for these words, students will analyze Poe's use of suspense and evaluate the narrator of this story on a graphic organizer as they read it.
HW: Read for 30 minutes
Wednesday
In class: After completing a close reading of Poe's short story, "The Tell-Tale Heart," by analyzing its suspense and evaluating the narrator, students will put 11 illustrations of the story in the correct plot order and complete an accurate plot map with these events.
HW: Vocabulary Study sheet for "The Tell-Tale Heart," Read for 30 minutes
Thursday
In class: After reviewing the legal definition of insanity, students will reread "The Tell-Tale Heart" and highlight evidence in the story that supports both the narrator's sanity and insanity at the time of the murder.
HW: Read for 30 minutes
Friday
In class: After gathering evidence to support both the sanity and insanity of the narrator of "The Tell-Tale Heart," students will review the evidence to support both claims and formulate their own claim based on this evidence.
HW: QUIZ on plot, conflict, and vocabulary in "The Tell-Tale Heart" on Wednesday! Read for 30 minutes
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