Schoolnotes TEMPLATE (Definitions and examples on page 2) Week of May 11-15 Language Arts | Monday, May 11-Anne Frank | Objective (Student will…) | - To apply history in a personal manner
| Teacher Activities & Strategies | - Finish watching “The Diary of Anne Frank” on video
- Instruct the students to review Act I of the play by creating a timeline of important events.
- The students will need to skim and scan through the book to find the important points they witnessed in the movie.
- Instruct the students to answer the Check Your Comprehension questions and Critical Thinking questions on page 744 in the literature book.
| Student Activities | - Finish watching “The Diary of Anne Frank” on video
- Review the play by creating a timeline of the important events the occurred in Act I.
- Answer the Check Your Comprehension and Critical Thinking questions on page 744 of the literature book.
| Assessment/Evaluation | Timeline and Critical Thinking Questions | Academic Vocabulary (optional by dept.) | | Additional Resources | Lit book | Language Arts | Tuesday, May 12-Anne Frank | Objective (Student will…) | - To investigate history to better understand culture, world issues, and setting
| Teacher Activities & Strategies | - Instruct the students to review Act II of the play by creating a timeline of important events.
- The students will need to skim and scan through the book to find the important points they witnessed in the movie.
- Instruct the students to answer the Check Your Comprehension questions and Critical Thinking questions on page 769 in the literature book.
| Student Activities | - Finish watching “The Diary of Anne Frank” on video
- Review the play by creating a timeline of the important events the occurred in Act II.
- Answer the Check Your Comprehension and Critical Thinking questions on page 769 of the literature book.
| Assessment/Evaluation | Critical Thinking | Academic Vocabulary | | Additional Resources | Lit book | Language Arts | Wednesday, May 13-Grammar Review | Objective (Student will…) | 1. To revisit verbal including participles, gerunds, and infinitives | Teacher Activities & Strategies | - Revisit verbals and the rules associated with each.
- Facilitate a class discussion on how to determine the difference between each verbal and how to identify the part of speech.
- Complete the review worksheet.
| Student Activities | 1. Review the rules of all verbals. 2. Participate in the class discussion over each type of verbal and the parts of speech involved with each type. 3. Complete the review worksheet. | Assessment/Evaluation | Verbal worksheet | Academic Vocabulary | | Additional Resources | Teacher-made worksheet | Language Arts | Thursday, May 14-Final Exam Review | Objective (Student will…) | - To revisit all concepts associated with the final exam
| Teacher Activities & Strategies | 1. Instruct the student to highlight the final chapter of “The Pearl” for lit terms. 2. Students should highlight and label these lit terms and then share them in a group discussion. 3. Instruct student to complete the review worksheet which includes: lit terms, Anne Frank, The Pearl, sentence types, and the Jane Schaffer format. | Student Activities | 1. Highlight the final chapter of “The Pearl” for lit terms. 2. Highlight and label these lit terms and then share them in a group discussion. 3. Complete the review worksheet which includes: lit terms, Anne Frank, The Pearl, sentence types, and the Jane Schaffer format. | Assessment/Evaluation | Class Discussion | Academic Vocabulary | | Additional Resources | Teacher-made review worksheet | Language Arts | Friday, May 15-Final Exam Review | Objective (Student will…) | - To revisit all concepts associated with the final exam
| Teacher Activities & Strategies | 1. Instruct the student to highlight the final chapter of “The Pearl” for lit terms. 2. Students should highlight and label these lit terms and then share them in a group discussion. 3. Instruct student to complete the review worksheet which includes: lit terms, Anne Frank, The Pearl, sentence types, and the Jane Schaffer format | Student Activities | 1. Highlight the final chapter of “The Pearl” for lit terms. 2. Highlight and label these lit terms and then share them in a group discussion. 3. Complete the review worksheet which includes: lit terms, Anne Frank, The Pearl, sentence types, and the Jane Schaffer format. | Assessment/Evaluation | Review worksheet | Academic Vocabulary | | Additional Resources | The Diary of Anne Frank |
Schoolnotes TEMPLATE (Definitions and examples on page 2) Week of May 4-8 Language Arts | Monday, May 4- The Pearl Final Test | Objective (Student will…) | - To recognize the theme and real-world implications of a text
| Teacher Activities & Strategies | - Administer the final test for The Pearl
| Student Activities | - Complete all parts of the final test for The Pearl
| Assessment/Evaluation | Final Test | Academic Vocabulary (optional by dept.) | | Additional Resources | Teacher-made test | Language Arts | Tuesday, May 5-Intro to Anne Frank | Objective (Student will…) | - To investigate history to better understand culture, world issues, and setting
| Teacher Activities & Strategies | - Discuss WWII and Nazi Germany for Social Studies connections and to activate the students’ prior knowledge.
- Show the students the A&E Biography “Anne Frank: The Life of a Young Girl”
- Have students complete the worksheet on the video
| Student Activities | - Participate in the class discussion over WWII and Nazi Germany.
- Watch “Anne Frank: The Life of a Young Girl”
- Complete the worksheet on the video
| Assessment/Evaluation | Video Worksheet | Academic Vocabulary | Holocaust, Nazi Germany, WWII, setting | Additional Resources | A&E’s “Anne Frank: The Life of a Young Girl” | Language Arts | Wednesday, May 6- | Objective (Student will…) | 1. To revisit the elements of drama 2. To introduce infinitives | Teacher Activities & Strategies | - Introduce infinitives as the third verbal.
- Read and discuss pages 443-445 in the WAG book.
- Complete the Exercises on page 444 of the WAG book as examples for the students.
- Have the students complete the infinitive worksheet.
- Remind students of the performance piece completed over “A Midsummer Night’s Dream” earlier in the year in the SpringBoard workbook.
- Ask students to list all of the issues they had to deal with to perform the play.
- Discuss the elements of drama including: literary, technical, and performance
- Show the PowerPoint and have a class discussion about each area of drama
- Ask students to analyze “The Diary of Anne Frank” in the Literature book for the elements of Drama.
- Ask them to create a short proposal packet including: staging, costumes, and setting
| Student Activities | 1. Participate in a classroom discussion over infinitives. 2. Complete the grammar exercises on page 444 as a class. 3. Complete the infinitive worksheet. 4. Use prior knowledge to discuss the performance piece from “A Midsummer Night’s Dream” 5. View the PowerPoint over the Elements of Drama and discuss each element. 6. Analyze “The Diary of Anne Frank” in the literature book and create a short proposal packet including staging, costumes, and setting | Assessment/Evaluation | Performance Packet | Academic Vocabulary | Elements of Drama | Additional Resources | | Language Arts | Thursday, May 7-The Diary of Anne Frank | Objective (Student will…) | - To connect film to historical context and life lessons
| Teacher Activities & Strategies | 1. Show the students “The Diary of Anne Frank” 2. Stop the video and discuss key elements of the story and quality examples of the Elements of Drama | Student Activities | 1. Watch “The Diary of Anne Frank” 2. Participate in class discussion over the key elements of the story. 3. Look for examples of staging and pay attention to the setting, the clothing, and the similarities and difference of 12-15 year olds then and now. | Assessment/Evaluation | Class Discussions | Academic Vocabulary | | Additional Resources | The Diary of Anne Frank- Media Cast | Language Arts | Friday, May 8-The Diary of Anne Frank | Objective (Student will…) | - To connect film to historical context and life lessons
| Teacher Activities & Strategies | 1. Show the students “The Diary of Anne Frank” 2. Stop the video and discuss key elements of the story and quality examples of the Elements of Drama | Student Activities | - Watch “The Diary of Anne Frank”
- Participate in class discussion over the key elements of the story.
- Look for examples of staging and pay attention to the setting, the clothing, and the similarities and difference of 12-15 year olds then and now.
| Assessment/Evaluation | Class discussion | Academic Vocabulary | | Additional Resources | The Diary of Anne Frank |
Schoolnotes TEMPLATE (Definitions and examples on page 2) Week of May 4-8 Language Arts | Monday, May 4- The Pearl Final Test | Objective (Student will…) | - To recognize the theme and real-world implications of a text
| Teacher Activities & Strategies | - Administer the final test for The Pearl
| Student Activities | - Complete all parts of the final test for The Pearl
| Assessment/Evaluation | Final Test | Academic Vocabulary (optional by dept.) | | Additional Resources | Teacher-made test | Language Arts | Tuesday, May 5-Intro to Anne Frank | Objective (Student will…) | - To investigate history to better understand culture, world issues, and setting
| Teacher Activities & Strategies | - Discuss WWII and Nazi Germany for Social Studies connections and to activate the students’ prior knowledge.
- Show the students the A&E Biography “Anne Frank: The Life of a Young Girl”
- Have students complete the worksheet on the video
| Student Activities | - Participate in the class discussion over WWII and Nazi Germany.
- Watch “Anne Frank: The Life of a Young Girl”
- Complete the worksheet on the video
| Assessment/Evaluation | Video Worksheet | Academic Vocabulary | Holocaust, Nazi Germany, WWII, setting | Additional Resources | A&E’s “Anne Frank: The Life of a Young Girl” | Language Arts | Wednesday, May 6- | Objective (Student will…) | 1. To revisit the elements of drama | Teacher Activities & Strategies | - Remind students of the performance piece completed over “A Midsummer Night’s Dream” earlier in the year in the SpringBoard workbook.
- Ask students to list all of the issues they had to deal with to perform the play.
- Discuss the elements of drama including: literary, technical, and performance
- Show the PowerPoint and have a class discussion about each area of drama
- Ask students to analyze “The Diary of Anne Frank” in the Literature book for the elements of Drama.
- Ask them to create a short proposal packet including: staging, costumes, and setting
| Student Activities | 1. Use prior knowledge to discuss the performance piece from “A Midsummer Night’s Dream” 2. View the PowerPoint over the Elements of Drama and discuss each element. 3. Analyze “The Diary of Anne Frank” in the literature book and create a short proposal packet including staging, costumes, and setting | Assessment/Evaluation | Performance Packet | Academic Vocabulary | Elements of Drama | Additional Resources | | Language Arts | Thursday, May 7-The Diary of Anne Frank | Objective (Student will…) | - To connect film to historical context and life lessons
| Teacher Activities & Strategies | 1. Show the students “The Diary of Anne Frank” 2. Stop the video and discuss key elements of the story and quality examples of the Elements of Drama | Student Activities | 1. Watch “The Diary of Anne Frank” 2. Participate in class discussion over the key elements of the story. 3. Look for examples of staging and pay attention to the setting, the clothing, and the similarities and difference of 12-15 year olds then and now. | Assessment/Evaluation | Class Discussions | Academic Vocabulary | | Additional Resources | The Diary of Anne Frank- Media Cast | Language Arts | Friday, May 8-The Diary of Anne Frank | Objective (Student will…) | - To connect film to historical context and life lessons
| Teacher Activities & Strategies | 1. Show the students “The Diary of Anne Frank” 2. Stop the video and discuss key elements of the story and quality examples of the Elements of Drama | Student Activities | - Watch “The Diary of Anne Frank”
- Participate in class discussion over the key elements of the story.
- Look for examples of staging and pay attention to the setting, the clothing, and the similarities and difference of 12-15 year olds then and now.
| Assessment/Evaluation | Class discussion | Academic Vocabulary | | Additional Resources | The Diary of Anne Frank |
Schoolnotes TEMPLATE (Definitions and examples on page 2) Week of April 20-24 Language Arts | Monday, April 20- The Pearl | Objective (Student will…) | - To read a text for meaning.
- Review and introduce literary terms and devices.
| Teacher Activities & Strategies | - Discuss the setting and characters based on the information from chapter 1 of The Pearl
- Review and discuss inference, metaphor, diction, simile, repetition, personification, hyperbole, tone, and foreshadowing.
- Read chapters 2 and 3 of The Pearl aloud.
| Student Activities | - Participate in a classroom discussion over the setting and the characters based on chapter 1 of The Pearl.
- Review notes and discuss the given literary terms and devices.
- Read chapter 2 and 3 of the novel aloud.
| Assessment/Evaluation | Class discussion over chapter 2 and 3 | Academic Vocabulary (optional by dept.) | | Additional Resources | The Pearl novel | Language Arts | Tuesday, April 21-MAP Testing | Objective (Student will…) | 1. To read a text for understanding | Teacher Activities & Strategies | - MAP testing in the computer lab.
- Finish the chapter questions from Monday if time allows.
| Student Activities | - MAP test in the computer lab
- Finish the chapter questions from Monday if time allows.
| Assessment/Evaluation | Discuss chapter 2 and 3 if time allows | Academic Vocabulary | | Additional Resources | The Pearl novel | Language Arts | Wednesday, April 22 | Objective (Student will…) | - To identify and explain literary terms and devices in context.
| Teacher Activities & Strategies | - Review and discuss chapter 2 and 3 from Monday.
- Ask students to highlight literary terms and devices in their novel.
- Ask students to explain the author’s purpose for the use of metaphor, simile, diction, etc. on their own sheet of paper.
- Answer the questions on chapter 2 and 3 of the handout.
| Student Activities | - Review chapter 2 and 3 and literary terms from Monday.
- Complete all parts of the literary terms handout and complete the chapter questions worksheet.
| Assessment/Evaluation | Grade literary terms | Academic Vocabulary | | Additional Resources | The Pearl novel | Language Arts | Thursday, April 23 The Pearl | Objective (Student will…) | - To read a text for meaning.
| Teacher Activities & Strategies | 1. Students will complete a quiz over chapters 1, 2, and 3 of The Pearl. 2. Have students read chapter 4 of the novel silently while answering the guided reading questions. | Student Activities | - Complete the quiz over chapters 1, 2, and 3
- Read chapter 4 of The Pearl
- Answer the guided reading questions to help with overall analysis of chapter 4
| Assessment/Evaluation | Quiz | Academic Vocabulary | | Additional Resources | “The Pearl” | Language Arts | Friday, April 24 | Objective (Student will…) | - To make thematic connections between famous quotes and students’ own lives
- To experience rich thematic language
| Teacher Activities & Strategies | - Direct students to the page of quotations. Explain to them that these are all quotes from notable people or sources and all make reference to heroism.
- In a small group, have them read the quotes and write down an explanation for each one.
- Let students choose a quote and ask them to explain what they think each quote means and to apply it to an experience in their own lives or that they have encountered in movies, television shows, or literature. They should share with a partner, and then volunteers could share with the class.
| Student Activities | 1. Look at the page of quotations. Explain to them that these are all quotes from notable people or sources and all make reference to heroism. 2. In a small group, have read the quotes and write an explanation for each one.. 3. Choose a quote and explain what you think each quote means and apply it to an experience in your own lives or that you have encountered in movies, television shows, or literature. Share with a partner, and then volunteers could share with the class. | Assessment/Evaluation | Explanation of quotes | Academic Vocabulary | Quotes | Additional Resources | |
Schoolnotes TEMPLATE (Definitions and examples on page 2) Week of April 13-17 Language Arts | Monday, April 13-Using Commas with Dates and Geographical Names | Objective (Student will…) | - To be able to correctly use commas in both dates and geographical names.
| Teacher Activities & Strategies | - Go over page 606 with the students.
- Go over the rules for using commas with dates and geographical names.
- Go over exercise 17 with the students.
- Go over key concepts on page 607 and 608.
- Go over exercise 18 on page 608 with the students.
- Assign Exercises 19-22.
- Grade in class.
| Student Activities | - go over the rules for using commas in dates and with geographical names with your teacher.
- Complete exercise 17 orally with the teacher.
- Go over key concepts on pages 607-608 and complete exercise 18 orally.
- Complete Exercises 19-22 on your own paper.
- Grade in class.
| Assessment/Evaluation | Grade exercises 19-22 | Academic Vocabulary (optional by dept.) | | Additional Resources | WAG book | Language Arts | Tuesday, April 14-Lit Book page 400-405 Sancho and The Closing of the Rodeo | Objective (Student will…) | 1. To read, comprehend, and interpret a narrative and a poem. | Teacher Activities & Strategies | - Go over page 398 and 399 with the students.
- Talk about narratives and poems.
- Have the students read “Sancho” out loud as a class.
- Discuss what makes it a narrative.
- Have students answer the CYC questions 1-3 and the CT questions 1-5.
- Have the students read “The Closing of the Rodeo” out loud.
- Discuss poetry.
- Have the students answer the CYC questions 1-3 and CT 1 and 2.
- Discuss personification.
- If time allows, grade in class.
| Student Activities | - Preview pages 398-399 with the teachers.
- Discuss with your teacher what a narrative is and also poetry.
- Read “Sancho” out loud.
- Discuss why “Sancho” is a narrative.
- Answer the CYC questions 1-3 and the CT questions 1-5.
- Read “The Closing of the Rodeo” out loud.
- Discuss poety.
- Answer the CYC questions 1-3 and the CT questions 1 and 2.
- Discuss personification.
- If time allows, grade in class.
| Assessment/Evaluation | CYC questions | Academic Vocabulary | Narrative Poetry | Additional Resources | Lit book. | Language Arts | Wednesday, April 15-Introduction to John Steinbeck | Objective (Student will…) | - To learn about John Steinbeck and what led up to him becoming a famous author.
| Teacher Activities & Strategies | - Analyze the cover of “The Pearl.”
- Make inferences based on the cover of the book.
- Read the back cover.
- Discuss the characters in “The Pearl.”
- Discuss John Steinbeck.
- Group students into fours.
- Pass out info packets on John Steinbeck.
- Instruct students to read over the biography information.
- Have each group construct a timeline of the events in Steinbeck’s life that might have influenced the depiction of the characters in “The Pearl.”
- Present timelines.
| Student Activities | - Analyze the cover of “The Pearl.”
- Make inferences based on the cover of the book.
- Read the back cover with your teacher.
- Discuss the characters in “The Pearl.”
- Discuss John Steinbeck.
- In groups of four, read through the biography information your teacher provided on John Steinbeck.
- Construct a timeline of the events in Steinbeck’s life that might have influenced the depiction of the characters in “The Pearl.”
- Present your timeline as a group.
| Assessment/Evaluation | Timeline/Group work | Academic Vocabulary | Timeline | Additional Resources | Internet biographies | Language Arts | Thursday, April 16-“The Pearl” | Objective (Student will…) | - To read a text for meaning.
| Teacher Activities & Strategies | 1. Have students read Ch. 1 of “The Pearl” out loud. 2. Discuss Ch. 1. 3. Give quiz over Ch. 1. 4. Grade quiz in class. | Student Activities | - Read Ch. 1 of “The Pearl” out loud.
- Discuss Ch. 1 as a class.
- Take the quiz over Ch. 1.
- Grade quiz in class.
| Assessment/Evaluation | Quiz | Academic Vocabulary | | Additional Resources | “The Pearl” | Language Arts | Friday, April 17- Good Friday NO SCHOOL | Objective (Student will…) | | Teacher Activities & Strategies | | Student Activities | | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | |
Week of April 6-10 Language Arts | Monday, April 6 NMSBA TESTING | Objective (Student will…) | - To be able to identify examples of assonance and consonance within a piece of writing.
| Teacher Activities & Strategies | - NMSBA TESTING ALL MORNING
- Only afternoon classes meet today.
- Go over the definitions of assonance and consonance with the students.
- Go over the directions for the worksheets.
- When students finish, discuss the worksheets as a class.
| Student Activities | - Go over the definitions of assonance and consonance with your teacher.
- Follow the directions on page 1.
- On page 1 you will circle all of the examples of assonance in each excerpt.
- On page 2 you will circle all of the examples of consonance in each excerpt.
- On pages 3 and 4 you will read the poem “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” as a class.
- With a partner, highlight all the examples of assonance you can find pink.
- Highlight all of the examples of consonance you can find blue.
8. Discuss as a class. | Assessment/Evaluation | Highlighting of assonance and consonance. | Academic Vocabulary (optional by dept.) | Assonance Consonance | Additional Resources | Poem | Language Arts | Tuesday, April 7 NMSBA Testing | Objective (Student will…) | - To be able to identify examples of assonance and
consonance within a piece of writing. | Teacher Activities & Strategies | - NMSBA TESTING ALL MORNING
- Only morning classes meet today.
- Go over the definitions of assonance and consonance with the students.
- Go over the directions for the worksheets.
- When students finish, discuss the worksheets as a class.
| Student Activities | - Go over the definitions of assonance and consonance with your teacher.
- Follow the directions on page 1.
- On page 1 you will circle all of the examples of assonance in each excerpt.
- On page 2 you will circle all of the examples of consonance in each excerpt.
- On pages 3 and 4 you will read the poem “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” as a class.
- With a partner, highlight all the examples of assonance you can find pink.
- Highlight all of the examples of consonance you can find blue.
8. Discuss as a class. | Assessment/Evaluation | Highlighting of assonance and consonance. | Academic Vocabulary | Assonance Consonance | Additional Resources | Poem | Language Arts | Wednesday, April 8-Lit book and synonyms | Objective (Student will…) | - To be able to identify synonyms.
| Teacher Activities & Strategies | - Discuss with the students about advice that their grandparents have given them over the years.
- Have the students read “The Old Grandfather and His Little Grandson” on page 74, “Grandma” on page 75, and “Old Man” on page 76.
- Discuss each selection. Talk about the synonyms in “Old Man.”
- Have the students complete Check Your Comprehension 1-5 on page 77 and Critical Thinking 1-3.
- Have the students also complete the Build Vocabulary Using the Word Bank on page 78.
| Student Activities | - Discuss with your teacher advice that your grandparents have given you over the years and the importance of that advice.
- Read “The Old Grandfather and His Little Grandson” on page 74, “Grandma” on page 75, and “Old Man” on page 76.
- Discuss each selection. Talk about the synonyms in “Old Man.”
- Complete Check Your Comprehension 1-5 on page 77 and Critical Thinking 1-3.
- Also complete the Build Vocabulary Using the Word Bank on page 78.
| Assessment/Evaluation | CYC, CT, and Build Vocabulary synonyms | Academic Vocabulary | Synonyms | Additional Resources | Lit book | Language Arts | Thursday, April 9 | Objective (Student will…) | - To understand the idea of a legend.
| Teacher Activities & Strategies | - Discuss page 48 with the Students.
- Read “The Girl Who Hunted Rabbits” on page 49 of the Literature Book.
- Discuss the definition of a legend.
- Have students write a one sentence summary of the main idea of the entire passage.
5. Have students do Check Your Comprehension 1-4 and Critical Thinking 1-5 in complete sentences. | Student Activities | - Read and discuss page 48 with your teacher.
- Read “The Girl Who Hunted Rabbits” on page 49 of the Literature Book.
- Discuss the definition of a legend. Add the definition to your literature terms.
- Write a one sentence summary of the main idea of the entire passage.
- Complete the Check Your Comprehension 1-4 and Critical Thinking 1-5 questions in complete sentences.
| Assessment/Evaluation | Grade the main idea given by each student and the answers to the CYC and CT questions. | Academic Vocabulary | Legend | Additional Resources | Lit Book | Language Arts | Friday, April 10- Good Friday NO SCHOOL | Objective (Student will…) | | Teacher Activities & Strategies | | Student Activities | | Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | |
Schoolnotes TEMPLATE (Definitions and examples on page 2) Week of March 30-April 3 Language Arts | Monday, March 30 Test Prep Review | Objective (Student will…) | - To review literary terms including main idea and biography
| Teacher Activities & Strategies | - Read page 652-653 and write the definition for “biography” and summarize the definition of “the author’s main points” found on 653 in the literature book.
- Read “Hokusai: The Old Man Mad About Drawing” on page 655.
- Have students then re-read the selection.
- Students should write the main idea for each paragraph.
- Students should then create one statement that summarizes the main idea of the entire biography.
- Students should then answer Critical Thinking questions 3 and 4 in sentence form.
- Finally have the students read “Not to Go With the Others” on page 657 of the literature book.
- They should then answer the Check Your Comprehension questions 1-5 in sentence form.
| Student Activities | - Read pages 652-653 in your literature book.
- On a piece of paper, write a definition for “biography” and for “identify the author’s main point.” These can be found under Literary Focus and Reading Strategy on page 653.
- Next read “Hokusai: The Old Man Mad About Drawing” on pages 654-655.
- Then write a one sentence summary for at least 5 of the paragraphs.
- Next read your one sentence summaries and write one sentence that best summarizes the MAIN IDEA of the entire biography.
- Next answer Critical Thinking questions 3 and 4 in at least one sentence each.
- Finally, read “Not to Go With the Others” on pages 656-658 in the literature book and answer the Check Your Comprehension questions 1-5 in sentence form.
- Extra credit: Find and write the definition of “Holocaust” using only your literature book.
| Assessment/Evaluation | Grade the main idea given by each student and the answer to the questions for each biography. | Academic Vocabulary (optional by dept.) | Biography, Holocaust, Author’s Main Points | Additional Resources | Lit book | Language Arts | Tuesday, March 31 NMSBA Testing | Objective (Student will…) | - The student will work through the steps of the writing process using prior work.
| Teacher Activities & Strategies | - NMSBA TESTING ALL MORNING
- Only afternoon classes meet today.
- Use the overhead to discuss the writing process using past examples of student work.
- Discuss the brainstorming and the web
- Discuss the rough draft
- Discuss grammar and spelling checks
- Discuss improving the final draft
| Student Activities | - Use the overhead to discuss the writing process using past examples of student work.
- Discuss the brainstorming and the web
- Discuss the rough draft
- Discuss grammar and spelling checks
- Discuss improving the final draft
| Assessment/Evaluation | Writing Review | Academic Vocabulary | | Additional Resources | Student Work Examples | Language Arts | Wednesday, April 1 NMSBA Testing | Objective (Student will…) | 1. The student will work through the steps of the writing process using prior work. | Teacher Activities & Strategies | - NMSBA TESTING ALL MORNING
- Only morning classes meet today.
- Use the overhead to discuss the writing process using past examples of student work.
- Discuss the brainstorming and the web
- Discuss the rough draft
- Discuss grammar and spelling checks
- Discuss improving the final draft
| Student Activities | - NMSBA TESTING ALL MORNING
- Use the overhead to discuss the writing process using past examples of student work.
- Discuss the brainstorming and the web
- Discuss the rough draft
- Discuss grammar and spelling checks
- Discuss improving the final draft
| Assessment/Evaluation | Writing Review | Academic Vocabulary | | Additional Resources | Student Work Samples | Language Arts | Thursday, April 2 NMSBA TESTING | Objective (Student will…) | -
| Teacher Activities & Strategies | 1. | Student Activities | - .
| Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | | Language Arts | Friday, April 3 NMSBA TESTING | Objective (Student will…) | 1. | Teacher Activities & Strategies | -
| Student Activities | - .
| Assessment/Evaluation | | Academic Vocabulary | | Additional Resources | |
|
