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!

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

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

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)

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!

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

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!