Language Arts

Monday, October 12- SB 51-Reading an Interview Narrative

Objective

(Student will…)

1.       To identify aspects of voice in an interview write-up.

2.       To recognize the effect of direct and indirect quotations in conveying voice.

3.       To review punctuation of quotations.

Teacher Activities & Strategies

1.       As students read the article, “Bethany Only Looking Ahead,” remind them to take notes about the focus of the interview, voice, and language the writer uses to describe the interviewee.

2.       Perform a shared reading of the interview narrative.

3.       After the students finish reading, ask them to determine the focus of the interview.

4.       Ask students to identify what information is provided in this text that would not be provided in a simple Q and A transcript (three descriptive categories in the SB book).

5.       Have students reread the text with their partners, annotating examples of each category.

6.       Discuss the impact of these descriptions on students’ perceptions of Bethany.

Student Activities

1.       Read the article, “Bethany Only Looking Ahead,” and take notes about the focus of the interview, voice, and language the writer uses to describe the interviewee.

2.       Perform a shared reading of the interview narrative.

3.       After you finish reading, determine the focus of the interview.

4.       Identify what information is provided in this text that would not be provided in a simple Q and A transcript (three descriptive categories in the SB book).

5.       Reread the text with your partner, annotating examples of each category.

6.       Discuss the impact of these descriptions on students’ perceptions of Bethany.

Assessment/Evaluation

Pg. 51

Academic Vocabulary (optional by dept.)

Additional Resources

SB Book

Language Arts

Tuesday, October 13- SB 51-Reding an Interview Narrative

Objective

(Student will…)

1.       To identify aspects of voice in an interview write-up.

2.       To recognize the effect of direct and indirect quotations in conveying voice.

3.       To review punctuation of quotations.

Teacher Activities & Strategies

1.       Have students work individually on a quickwrite in which they describe the voice of the interviewee.

2.       Lead the class in a discussion of the methods writers can use to make the voice of the interviewee clear to the readers.

3.       Ask students to identify examples of direct and indirect quotations in the text.

4.       Assign Night” reading

Student Activities

1.       Work individually on a quickwrite in which you describe the voice of the interviewee.

2.       Have a class discussion of the methods writers can use to make the voice of the interviewee clear to the readers.

3.       Identify examples of direct and indirect quotations in the text.

Assessment/Evaluation

Quickwrite

Academic Vocabulary

Additional Resources

SB Book

Language Arts

Wednesday, October 14- SB 56-Inteviewing Together

Objective

(Student will…)

1.       To conduct an interview.

2.       To summarize, paraphrase, and quote.

3.       To synthesize answers and create a report of a Q and A interview.

Teacher Activities & Strategies

1.       Quiz over “Night.”

2.       Remind students of EA 1.

3.       Arrange an interview for your students.

4.       Provide students with a little background info on the interviewee-KWL chart

5.       Give students time to fill in the W column and write questions they might ask to discover what they want to know.

6.       Using a think-pair-share have students share the three questions they thought of to start the interview. As a class, choose one question to open the interview.

Student Activities

1.       Quiz over “Night.”

2.       Discuss of EA 1.

3.       Discuss background info on the interviewee-KWL chart

4.       Fill in the W column and write questions you might ask to discover what you want to know.

5.       Using a think-pair-share, share the three questions you thought of to start the interview. As a class, choose one question to open the interview.

Assessment/Evaluation

Questions for interviewee

Academic Vocabulary

Additional Resources

SB Book

Language Arts

Thursday, October 15- SB 56-Inteviewing Together

Objective

(Student will…)

1.       To conduct an interview.

2.       To summarize, paraphrase, and quote.

3.       To synthesize answers and create a report of a Q and A interview.

Teacher Activities & Strategies

1.       When the interviewee is ready, proceed with the interview.

2.       Begin with the question the class has chosen, and then have students raise their hands to ask follow-up questions.

3.       Remind them that they should only start a new line of questioning if the last one seems finished or if the interviewee seems ready to move on.

4.       Have students fill in the L column of their KWL charts.

5.       Direct students to mark the text using three different colored pens or pencils to identify the new questions and the follow-up questions, and to indicate any follow-up questions they wish they had asked.

6.       Return students to their interview partners and ask them to respond to the Writing Prompt.

7.       As they draft a narrative of the interview, instruct them to include examples from each of the three descriptive categories, as well as direct and indirect quotations.

Student Activities

1.       When the interviewee is ready, proceed with the interview.

2.       Begin with the question the class has chosen, and then raise your hand to ask follow-up questions.

3.       You should only start a new line of questioning if the last one seems finished or if the interviewee seems ready to move on.

4.       Fill in the L column of their KWL charts.

5.       Mark the text using three different colored pens or pencils to identify the new questions and the follow-up questions, and to indicate any follow-up questions you wish you had asked.

6.       Return to your interview partner and  respond to the Writing Prompt.

7.       As you draft a narrative of the interview, include examples from each of the three descriptive categories, as well as direct and indirect quotations.

Assessment/Evaluation

Writing Prompt

Academic Vocabulary

Additional Resources

SB book

Language Arts

Friday, October 16-Catch-Up

Objective

(Student will…)

1.       To catch up on any missing activites.

Teacher Activities & Strategies

1.       Students will catch up on any assignments they are missing.

2.       We will catch up as a class on any assignments we are behind on.

Student Activities

1.       Catch up on any assignments you are missing.

2.       We will catch up as a class on any assignments we are behind on.

Assessment/Evaluation

Academic Vocabulary

Additional Resources

SB Book

Language Arts

Monday, October 12- SB 41-Conversations with Characters

Objective

(Student will…)

1.       To apply reading strategies to new reading tasks.

2.       To apply knowledge of diction, syntax, and imagery to understanding a new text.

3.       To plan and generate interview questions.

Teacher Activities & Strategies

1.       Complete a shared reading of Section 3.

2.       Ask students to consider the philosopher’s statement in the last paragraph, and invite them to agree or disagree with the statement.

3.       Ask students to return to page 43 and respond to the instructions there.

4.       Direct them to complete the mock character interview as described.

5.       Remind students to think of questions that relate to the coming-of-age concept.

6.       Use sharing-and-responding to allow students to get feedback.

7.       Instruct student to conduct mock interviews based on their novels as an independent assignment, again focusing on the concept of coming of age.

8.       Revisit the essential question: “What does is mean to come of age?”

Student Activities

1.       Complete a shared reading of Section 3.

2.       Consider the philosopher’s statement in the last paragraph, and either agree or disagree with the statement.

3.       Return to page 43 and respond to the instructions there.

4.       Complete the mock character interview as described.

5.       Think of questions that relate to the coming-of-age concept.

6.       Use sharing-and-responding to get feedback.

7.       Conduct mock interviews based on your novel as an independent assignment, again focusing on the concept of coming of age.

8.       Revisit the essential question: “What does is mean to come of age?”

Assessment/Evaluation

Pg. 41

Academic Vocabulary (optional by dept.)

Point of View

Additional Resources

SB Book

Language Arts

Tuesday, October 13- SB 47-Creating a Playlist for a Novel

Objective

(Student will…)

1.       To analyze the nuances of a literary character.

2.       To extend understanding of characterization by making text-to-world connections via music.

Teacher Activities & Strategies

1.       Finish interviews from Mon.

2.       Activate prior knowledge by asking student volunteers to share info about playlists they might have on their MP3 players.

3.       Discuss songs and the differences between their playlist and their partner’s playlist.

4.       Discuss the reasons for making a playlist and ask students to create a playlist for one of the stories we have read.

5.       View Stephanie Meyer’s playlist for Twilight.

6.       Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

7.       Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

Student Activities

1.       Finish interviews from Mon.

2.       Activate prior knowledge by volunteering to share info about playlists you might have on your MP3 players.

3.       Discuss songs and the differences between your playlist and your partner’s playlist.

4.       Discuss the reasons for making a playlist and create a playlist for one of the stories we have read.

5.       View Stephanie Meyer’s playlist for Twilight.

6.       Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

7.       Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

Assessment/Evaluation

Page 47 and Interviews

Academic Vocabulary

Playlists

Additional Resources

SB Book

Language Arts

Wednesday, October 14- SB 47-Creating a Playlist for a Novel (continued)

Objective

(Student will…)

1.       To analyze the nuances of a literary character.

2.       To extend understanding of characterization by making text-to-world connections via music.

Teacher Activities & Strategies

1.       Activate prior knowledge by asking student volunteers to share info about playlists they might have on their MP3 players.

2.       Discuss songs and the differences between their playlist and their partner’s playlist.

3.       Discuss the reasons for making a playlist and ask students to create a playlist for one of the stories we have read.

4.       View Stephanie Meyer’s playlist for Twilight.

5.       Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

6.       Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

Student Activities

1.       Activate prior knowledge by volunteering to share info about playlists you might have on your MP3 players.

2.       Discuss songs and the differences between your playlist and your partner’s playlist.

3.       Discuss the reasons for making a playlist and create a playlist for one of the stories we have read.

4.       View Stephanie Meyer’s playlist for Twilight.

5.       Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

6.       Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

Assessment/Evaluation

Page 47 and Interviews

Academic Vocabulary

Playlists

Additional Resources

SpringBoard Books

Language Arts

Thursday, October 15- SB 48 Viewing an Interview

Objective

(Student will…)

1.       To summarize questions and answers from an interview.

2.       To classify interview questions as open-ended and follow-up

3.       To create open-ended follow-up questions.

Teacher Activities & Strategies

1.       Have students practice writing follow-up questions.

2.       Follow a think-pair-share process so that students can hear multiple ideas. Complete pg. 48

3.       Show students the interview with Elie Wiesel.

4.       Have students take notes on the chart on pg. 49.

5.       Have the students use three different colors to mark the text of their notes.

6.       They should identify the new questions and follow-up questions, and they should write any follow-up questions they wish the interviewer had asked.

7.       Have students rate the interview on pg. 50

Student Activities

1.       Practice writing follow-up questions.

2.       Follow a think-pair-share process so that you can hear multiple ideas. Complete pg. 48

3.       View the interview with Elie Wiesel.

4.       Take notes on the chart on pg. 49.

5.       Use three different colors to mark the text in your notes.

6.       Identify the new questions and follow-up questions, and they write any follow-up question you wish the interviewer had asked.

Rate the interview on pg. 50

Assessment/Evaluation

Pg. 49

Academic Vocabulary

Interview

Additional Resources

SB book

Language Arts

Friday, October 16-SB 48 Viewing an Interview (Continued)

Objective

(Student will…)

1.       To summarize questions and answers from an interview.

2.       To classify interview questions as open-ended and follow-up

3.       To create open-ended follow-up questions.

Teacher Activities & Strategies

1.       Have students practice writing follow-up questions.

2.       Follow a think-pair-share process so that students can hear multiple ideas. Complete pg. 48

3.       Show students the interview with Elie Wiesel.

4.       Have students take notes on the chart on pg. 49.

5.       Have the students use three different colors to mark the text of their notes.

6.       They should identify the new questions and follow-up questions, and they should write any follow-up questions they wish the interviewer had asked.

7.       Have students rate the interview on pg. 50

Student Activities

1.       Practice writing follow-up questions.

2.       Follow a think-pair-share process so that you can hear multiple ideas. Complete pg. 48

3.       View the interview with Elie Wiesel.

4.       Take notes on the chart on pg. 49.

5.       Use three different colors to mark the text in your notes.

6.       Identify the new questions and follow-up questions, and they write any follow-up question you wish the interviewer had asked.

7.       Rate the interview on pg. 50

Assessment/Evaluation

Pg. 49

Academic Vocabulary

Interview

Additional Resources

SB Book

Language Arts

Monday, October 5- SB 47-Creating a Playlist for a Novel

Objective

(Student will…)

1.        To analyze the nuances of a literary character.

2.        To extend understanding of characterization by making text-to-world connections via music.

Teacher Activities & Strategies

1.        Finish interviews from Wed.

2.        Activate prior knowledge by asking student volunteers to share info about playlists they might have on their MP3 players.

3.        Discuss songs and the differences between their playlist and their partner’s playlist.

4.        Discuss the reasons for making a playlist and ask students to create a playlist for one of the stories we have read.

5.        View Stephanie Meyer’s playlist for Twilight.

6.        Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

7.        Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

8.        Assign novels and reading

Student Activities

1.        Finish interviews from Wed.

2.        Activate prior knowledge by volunteering to share info about playlists you might have on your MP3 players.

3.        Discuss songs and the differences between your playlist and your partner’s playlist.

4.        Discuss the reasons for making a playlist and create a playlist for one of the stories we have read.

5.        View Stephanie Meyer’s playlist for Twilight.

6.        Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

7.        Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

Assessment/Evaluation

Page 47 and Interviews

Academic Vocabulary (optional by dept.)

Playlists

Additional Resources

SB Book

Language Arts

Tuesday, October 6-SB 48 Viewing an Interview

Objective

(Student will…)

1.        To summarize questions and answers from an interview.

2.        To classify interview questions as open-ended and follow-up

3.        To create open-ended follow-up questions.

Teacher Activities & Strategies

1.        Quiz over “Night” forward

2.        Have students practice writing follow-up questions.

3.        Follow a think-pair-share process so that students can hear multiple ideas. Complete pg. 48

4.        Show students the interview with Elie Wiesel.

5.        Have students take notes on the chart on pg. 49.

6.        Have the students use three different colors to mark the text of their notes.

7.        They should identify the new questions and follow-up questions, and they should write any follow-up questions they wish the interviewer had asked.

8.        Have students rate the interview on pg. 50

9.        Assign reading “Night”

Student Activities

1.        Practice writing follow-up questions.

2.        Follow a think-pair-share process so that you can hear multiple ideas. Complete pg. 48

3.        View the interview with Elie Wiesel.

4.        Take notes on the chart on pg. 49.

5.        Use three different colors to mark the text in your notes.

6.        Identify the new questions and follow-up questions, and they write any follow-up question you wish the interviewer had asked.

7.        Rate the interview on pg. 50

Assessment/Evaluation

Pg. 49

Academic Vocabulary

Interview

Additional Resources

SB Book

Language Arts

Wednesday, October 7-SB 51-Reding an Interview Narrative

Objective

(Student will…)

1.        To identify aspects of voice in an interview write-up.

2.        To recognize the effect of direct and indirect quotations in conveying voice.

3.        To review punctuation of quotations.

Teacher Activities & Strategies

1.        As students read the article, “Bethany Only Looking Ahead,” remind them to take notes about the focus of the interview, voice, and language the writer uses to describe the interviewee.

2.        Perform a shared reading of the interview narrative.

3.        After the students finish reading, ask them to determine the focus of the interview.

4.        Ask students to identify what information is provided in this text that would not be provided in a simple Q and A transcript (three descriptive categories in the SB book).

5.        Have students reread the text with their partners, annotating examples of each category.

6.        Discuss the impact of these descriptions on students’ perceptions of Bethany.

Student Activities

1.        Read the article, “Bethany Only Looking Ahead,” and take notes about the focus of the interview, voice, and language the writer uses to describe the interviewee.

2.        Perform a shared reading of the interview narrative.

3.        After you finish reading, determine the focus of the interview.

4.        Identify what information is provided in this text that would not be provided in a simple Q and A transcript (three descriptive categories in the SB book).

5.        Reread the text with your partner, annotating examples of each category.

6.        Discuss the impact of these descriptions on students’ perceptions of Bethany.

Assessment/Evaluation

Pg. 51

Academic Vocabulary

Additional Resources

SB Book

Language Arts

Thursday, October 8- SB 51-Reding an Interview Narrative

Objective

(Student will…)

1.        To identify aspects of voice in an interview write-up.

2.        To recognize the effect of direct and indirect quotations in conveying voice.

3.        To review punctuation of quotations.

Teacher Activities & Strategies

1.        Have students work individually on a quickwrite in which they describe the voice of the interviewee.

2.        Lead the class in a discussion of the methods writers can use to make the voice of the interviewee clear to the readers.

3.        Ask students to identify examples of direct and indirect quotations in the text.

4.        Assign Night” reading

Student Activities

1.        Work individually on a quickwrite in which you describe the voice of the interviewee.

2.        Have a class discussion of the methods writers can use to make the voice of the interviewee clear to the readers.

3.        Identify examples of direct and indirect quotations in the text.

Assessment/Evaluation

Quickwrite

Academic Vocabulary

Additional Resources

SB book

Language Arts

Friday, October 9-SB 56-Inteviewing Together

Objective

(Student will…)

1.        To conduct an interview.

2.        To summarize, paraphrase, and quote.

3.        To synthesize answers and create a report of a Q and A interview.

Teacher Activities & Strategies

1.        Quiz over “Night.”

2.        Remind students of EA 1.

3.        Arrange an interview for your students.

4.        Provide students with a little background info on the interviewee-KWL chart

5.        Give students time to fill in the W column and write questions they might ask to discover what they want to know.

6.        Using a think-pair-share have students share the three questions they thought of to start the interview. As a class, choose one question to open the interview.

Student Activities

1.        Quiz over “Night.”

2.        Discuss of EA 1.

3.        Discuss background info on the interviewee-KWL chart

4.        Fill in the W column and write questions you might ask to discover what you want to know.

5.        Using a think-pair-share, share the three questions you thought of to start the interview. As a class, choose one question to open the interview.

Assessment/Evaluation

Questions for interviewee

Academic Vocabulary

Additional Resources

SB Book

Language Arts

Monday, September 28- SB 34 Two Versions of One Memory (Continued)

Objective

(Student will…)

1.       To compare and contrast the effectiveness of prose and poetry in conveying an experience.

2.       To create open-ended interview questions.

Teacher Activities & Strategies

1.       Briefly discuss how the story would be different if told through the eyes of Rano, the older brother.

2.       Prompt students to write a piece in Rano’s voice describing the incident from his perspective and using sensory images.

3.       Place students into pairs and ask them to role play an interview situation in which they answer questions in the voice of one of the characters.

4.       Direct students to revisit their Vocabulary Notebook entries on voice to further develop their ideas.

Student Activities

1.       Briefly discuss how the story would be different if told through the eyes of Rano, the older brother.

2.       Prompt students to write a piece in Rano’s voice describing the incident from his perspective and using sensory images.

3.       Place students into pairs and ask them to role play an interview situation in which they answer questions in the voice of one of the characters.

4.       Direct students to revisit their Vocabulary Notebook entries on voice to further develop their ideas.

Assessment/Evaluation

Paragraphs

Academic Vocabulary (optional by dept.)

Voice    Imagery

Tone      Syntax

Diction

Additional Resources

SB Book

Language Arts

Tuesday, September 29- SB 41-Conversations with Characters

Objective

(Student will…)

1.       To apply reading strategies to new reading tasks.

2.       To apply knowledge of diction, syntax, and imagery to understanding a new text.

3.       To plan and generate interview questions.

Teacher Activities & Strategies

1.       Explain to students that they will return to this page after they have read the text.

2.       The “conversation” they have with the narrator of “First Love” will give them guided practice for conducting an imaginary interview with the main character of the novel they are reading independently.

3.       Preteach some of the unfamiliar vocabulary and adding the words to the class word wall.

4.       The narrative has been chunked into three sections.

5.       Read aloud the first chunk and think aloud about possible double-entry journal entries and model some of these for students.

6.       After you have read and modeled section 1, ask students to read section 2 silently, marking the text and annotating it.

7.       Ask students to pay special attention to the author’s skillful use of transitions as she narrates the events in sequential order.

8.       Discuss periodic, cumulative, and balanced sentences (homework).

Student Activities

1.       The “conversation” you have with the narrator of “First Love” will give you guided practice for conducting an imaginary interview with the main character of the novel you are reading independently.

2.       Discuss some of the unfamiliar vocabulary and adding the words to the class word wall.

3.       The narrative has been chunked into three sections.

4.       Listen to your teacher read aloud the first chunk and think aloud about possible double-entry journal entries.

5.       After your teacher has read and modeled section 1, you read section 2 silently, marking the text and annotating it.

6.       Pay special attention to the author’s skillful use of transitions as she narrates the events in sequential order.

7.       Discuss periodic, cumulative, and balanced sentences (homework).

Assessment/Evaluation

Marking the text in section 2

Academic Vocabulary

Periodic

Cumulative

Balanced

Additional Resources

SB Book

Language Arts

Wednesday, September 30- SB 41-Conversations with Characters

Objective

(Student will…)

1.       To apply reading strategies to new reading tasks.

2.       To apply knowledge of diction, syntax, and imagery to understanding a new text.

3.       To plan and generate interview questions.

Teacher Activities & Strategies

1.       Complete a shared reading of Section 3.

2.       Ask students to consider the philosopher’s statement in the last paragraph, and invite them to agree or disagree with the statement.

3.       Ask students to return to page 43 and respond to the instructions there.

4.       Direct them to complete the mock character interview as described.

5.       Remind students to think of questions that relate to the coming-of-age concept.

6.       Use sharing-and-responding to allow students to get feedback.

7.       Instruct student to conduct mock interviews based on their novels as an independent assignment, again focusing on the concept of coming of age.

8.       Revisit the essential question: “What does is mean to come of age?”

Student Activities

1.       Complete a shared reading of Section 3.

2.       Consider the philosopher’s statement in the last paragraph, and either agree or disagree with the statement.

3.       Return to page 43 and respond to the instructions there.

4.       Complete the mock character interview as described.

5.       Think of questions that relate to the coming-of-age concept.

6.       Use sharing-and-responding to get feedback.

7.       Conduct mock interviews based on your novel as an independent assignment, again focusing on the concept of coming of age.

8.       Revisit the essential question: “What does is mean to come of age?”

Assessment/Evaluation

Pg. 41

Academic Vocabulary

Point of View

Periodic Sentence

Cumulative Sentence

Balanced Sentence

Additional Resources

Language Arts

Thursday, October 1-SB 47-Creating a Playlist for a Novel

Objective

(Student will…)

1.       To analyze the nuances of a literary character.

2.       To extend understanding of characterization by making text-to-world connections via music.

Teacher Activities & Strategies

1.       Finish interviews from Wed.

2.       Activate prior knowledge by asking student volunteers to share info about playlists they might have on their MP3 players.

3.       Discuss songs and the differences between their playlist and their partner’s playlist.

4.       Discuss the reasons for making a playlist and ask students to create a playlist for one of the stories we have read.

5.       View Stephanie Meyer’s playlist for Twilight.

6.       Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

7.       Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

Student Activities

1.       Finish interviews from Wed.

2.       Activate prior knowledge by volunteering to share info about playlists you might have on your MP3 players.

3.       Discuss songs and the differences between your playlist and your partner’s playlist.

4.       Discuss the reasons for making a playlist and create a playlist for one of the stories we have read.

5.       View Stephanie Meyer’s playlist for Twilight.

6.       Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

7.       Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

Assessment/Evaluation

Page 47 and Interviews

Academic Vocabulary

Playlists

Additional Resources

SB book

Language Arts

Friday, October 2- Creating a Playlist for a Novel

Objective

(Student will…)

1.       To analyze the nuances of a literary character.

2.       To extend understanding of characterization by making text-to-world connections via music.

Teacher Activities & Strategies

1.       Finish interviews from Wed.

2.       Activate prior knowledge by asking student volunteers to share info about playlists they might have on their MP3 players.

3.       Discuss songs and the differences between their playlist and their partner’s playlist.

4.       Discuss the reasons for making a playlist and ask students to create a playlist for one of the stories we have read.

5.       View Stephanie Meyer’s playlist for Twilight.

6.       Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

7.       Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

Student Activities

1.       Finish interviews from Wed.

2.       Activate prior knowledge by volunteering to share info about playlists you might have on your MP3 players.

3.       Discuss songs and the differences between your playlist and your partner’s playlist.

4.       Discuss the reasons for making a playlist and create a playlist for one of the stories we have read.

5.       View Stephanie Meyer’s playlist for Twilight.

6.       Go back to DEJ and mock interviews from 1.10 and brainstorm a short list of songs that the character might logically include in a playlist.

7.       Write a short interview with the character in which the character explains the reason the songs are included in the playlist.

Assessment/Evaluation

Page 47 and Interviews

Academic Vocabulary

Playlists

Additional Resources

SB Book

Language Arts

Monday, September 21- Defining Moments SB pg. 18 (Continued)

Objective

(Student will…)

1. To identify and classify examples of diction, simile, imagery, and syntax in fiction
2. To annotate and mark a text to make inferences during a close reading.
3. To analyze how diction, imagery, and syntax create a distinctive voice.

Teacher Activities & Strategies

1.        Ask students to respond to the writing prompt on page 18.

2.        Have them draft an introduction and one body paragraph in which they analyze the way that the diction, imagery, or syntax of one of the authors establishes the narrator’s voice.

3.        Complete a guided writing before they start theirs.

Student Activities

1.         Respond to the writing prompt on page 18.

2.        Draft an introduction and one body paragraph in which you analyze the way that the diction, imagery, or syntax of one of the authors establishes the narrator’s voice.

Assessment/Evaluation

Paragraphs

Academic Vocabulary (optional by dept.)

Images

Diction

Syntax

imagery

Additional Resources

SB Book

Language Arts

Tuesday, September 22- Defining Moments SB pg. 18 (Continued)

Objective

(Student will…)

1. To identify and classify examples of diction, simile, imagery, and syntax in fiction
2. To annotate and mark a text to make inferences during a close reading.
3. To analyze how diction, imagery, and syntax create a distinctive voice.

Teacher Activities & Strategies

1.        Ask students to respond to the writing prompt on page 18.

2.        Have them draft a second body paragraph and a conclusion in which they analyze the way that the diction, imagery, or syntax of one of the authors establishes the narrator’s voice.

Student Activities

1.        Respond to the writing prompt on page 18.

2.        Draft a second body paragraph and a conclusion  in which you analyze the way that the diction, imagery, or syntax of one of the authors establishes the narrator’s voice

Assessment/Evaluation

Paragraphs

Academic Vocabulary

Images

Imagery

Simile

Additional Resources

SB Book

Language Arts

Wednesday, September 23-SB 1.8 Getting Cut

Objective

(Student will…)

1.        To summarize and incident and identify the effect of the incident.

2.        To explain how a writer’s or speaker’s voice shapes a reader’s response.

Teacher Activities & Strategies

1.        Ask students to make a prediction about the text based on the title.

2.        Ask them if anyone has ever been cut by something and have them share their experiences.

3.        Have students think-pair-share the ways in which negative experiences can sometimes create  positive outcomes.

4.        Explain graphic organizer.

5.        Ask for five volunteers to read aloud each of the five vignettes.

6.        Ask students to complete the graphic organizer as they follow along with the readers.

7.        Direct students to use the strategy of diffusing the text by noting unfamiliar words and help them discover the meaning.

8.        Discuss the effect Bob Greene achieves by moving into first person narration just after the opening sentences.

Student Activities

1.        Make a prediction about the text based on the title.

2.        Discuss if anyone has ever been cut by something and share experiences.

3.        Think-pair-share the ways in which negative experiences can sometimes create  positive outcomes.

4.        Explain graphic organizer.

5.        Five volunteers read aloud each of the five vignettes.

6.        Complete the graphic organizer as you follow along with the readers.

7.        Use the strategy of diffusing the text by noting unfamiliar words and help you discover the meaning.

8.        Discuss the effect Bob Greene achieves by moving into first person narration just after the opening sentences.

Assessment/Evaluation

Graphic Organizer pg. 26

Academic Vocabulary

Simile

Hyperbole

Imagery

Syntax

Diction

Additional Resources

SpringBoard Books

Language Arts

Thursday, September 24- SB 1.8 Getting Cut (continued)

Objective

(Student will…)

1.        To summarize and incident and identify the effect of the incident.

2.        To explain how a writer’s or speaker’s voice shapes a reader’s response.

Teacher Activities & Strategies

1.        Ask students to find the one vignette that contains imagery in the form of similes and metaphors.

2.        Ask students what they can tell about each man based on the voices represented in the vignettes.

3.        Prompt the students to craft a paragraph explaining how the voice of the speaker helps to shape the reader’s response.

4.        Finally, as direct scaffolding to EA 1, ask students to consider the types of questions Bob Greene might have asked each of the men in order to obtain the responses he received and included in the vignettes.

5.        Complete strategies learning log

6.        Revisit the EQ, “What does it mean to come of age?”

Student Activities

1.        Find the one vignette that contains imagery in the form of similes and metaphors.

2.        What can you tell about each man based on the voices represented in the vignettes.

3.        Craft a paragraph explaining how the voice of the speaker helps to shape the reader’s response.

4.        Finally, as direct scaffolding to EA 1, consider the types of questions Bob Greene might have asked each of the men in order to obtain the responses he received and included in the vignettes.

5.        Complete strategies learning log

6.        Revisit the EQ, “What does it mean to come of age?”

Assessment/Evaluation

Paragraph

Academic Vocabulary

 Simile

Hyperbole

Imagery

Syntax

Diction

Additional Resources

SB book

Language Arts

Friday, September 25- SB 1.9 Two Versions of One Memory

Objective

(Student will…)

1.        Bell Work Quiz

2.        To compare and contrast the effectiveness of prose and poetry in conveying an experience.

3.        To create open-ended interview questions.

Teacher Activities & Strategies

1.        Review with students the difference between prose and poetry.

2.        Explain to students that they are to take notes in the graphic organizer about diction, imagery, and syntax and to make inferences about the speaker from the information in their notes.

3.        Conduct a shared reading  as students listen and read along (remind them to take notes).

4.        Direct students back to the discussion questions on page 34.

5.        Assist students as they answer and discuss the questions.

6.        Discuss as a class which version students prefer and why.

7.        Ask students to consider which version is easier to read and which version is easier to visualize and why the author might have selected two ways to tell the same story.

Student Activities

1.        Bell Work Quiz

2.        Review the difference between prose and poetry.

3.        Take notes in the graphic organizer about diction, imagery, and syntax and to make inferences about the speaker from the information in their notes.

4.        Conduct a shared reading  and take notes.

5.        Discuss the questions on page 34.

6.        Discuss as a class which version students prefer and why.

7.        Consider which version is easier to read and which version is easier to visualize and why the author might have selected two ways to tell the same story.

Assessment/Evaluation

Graphic Organizer Pg. 34 and Bell Work Quiz

Academic Vocabulary

Simile   Diction

Hyperbole

Imagery

Syntax

Additional Resources

SB Book

Language Arts

Monday, September 21- SB 1.8 Getting Cut

Objective

(Student will…)

1.        To summarize and incident and identify the effect of the incident.

2.        To explain how a writer’s or speaker’s voice shapes a reader’s response.

Teacher Activities & Strategies

1.        Ask students to make a prediction about the text based on the title.

2.        Ask them if anyone has ever been cut by something and have them share their experiences.

3.        Have students think-pair-share the ways in which negative experiences can sometimes create  positive outcomes.

4.        Explain graphic organizer.

5.        Ask for five volunteers to read aloud each of the five vignettes.

6.        Ask students to complete the graphic organizer as they follow along with the readers.

7.        Direct students to use the strategy of diffusing the text by noting unfamiliar words and help them discover the meaning.

8.        Discuss the effect Bob Greene achieves by moving into first person narration just after the opening sentences.

Student Activities

1.        Make a prediction about the text based on the title.

2.        Discuss if anyone has ever been cut by something and share experiences.

3.        Think-pair-share the ways in which negative experiences can sometimes create  positive outcomes.

4.        Explain graphic organizer.

5.        Five volunteers read aloud each of the five vignettes.

6.        Complete the graphic organizer as you follow along with the readers.

7.        Use the strategy of diffusing the text by noting unfamiliar words and help you discover the meaning.

8.        Discuss the effect Bob Greene achieves by moving into first person narration just after the opening sentences.

Assessment/Evaluation

Graphic Organizer pg. 26

Academic Vocabulary (optional by dept.)

Diction

Imagery

Tone

Syntax

Additional Resources

SB Book

Language Arts

Tuesday, September 22- SB 1.8 Getting Cut (continued)

Objective

(Student will…)

1.        To summarize and incident and identify the effect of the incident.

2.        To explain how a writer’s or speaker’s voice shapes a reader’s response.

Teacher Activities & Strategies

1.        Ask students to find the one vignette that contains imagery in the form of similes and metaphors.

2.        Ask students what they can tell about each man based on the voices represented in the vignettes.

3.        Prompt the students to craft a paragraph explaining how the voice of the speaker helps to shape the reader’s response.

4.        Finally, as direct scaffolding to EA 1, ask students to consider the types of questions Bob Greene might have asked each of the men in order to obtain the responses he received and included in the vignettes.

5.        Complete strategies learning log

6.        Revisit the EQ, “What does it mean to come of age?”

Student Activities

1.        Find the one vignette that contains imagery in the form of similes and metaphors.

2.        What can you tell about each man based on the voices represented in the vignettes.

3.        Craft a paragraph explaining how the voice of the speaker helps to shape the reader’s response.

4.        Finally, as direct scaffolding to EA 1, consider the types of questions Bob Greene might have asked each of the men in order to obtain the responses he received and included in the vignettes.

5.        Complete strategies learning log.

6.        Revisit the EQ, “What does it mean to come of age?”

Assessment/Evaluation

Paragraph

Academic Vocabulary

Additional Resources

SB Book

Language Arts

Wednesday, September 23-SB 1.9 Two Versions of One Memory

Objective

(Student will…)

1.        To compare and contrast the effectiveness of prose and poetry in conveying an experience.

2.        To create open-ended interview questions.

Teacher Activities & Strategies

1.        Review with students the difference between prose and poetry.

2.        Explain to students that they are to take notes in the graphic organizer about diction, imagery, and syntax and to make inferences about the speaker from the information in their notes.

3.        Conduct a shared reading  as students listen and read along (remind them to take notes).

4.        Direct students back to the discussion questions on page 34.

5.        Assist students as they answer and discuss the questions.

6.        Discuss as a class which version students prefer and why.

7.        Ask students to consider which version is easier to read and which version is easier to visualize and why the author might have selected two ways to tell the same story.

Student Activities

1.        Review the difference between prose and poetry.

2.        Take notes in the graphic organizer about diction, imagery, and syntax and to make inferences about the speaker from the information in their notes.

3.        Conduct a shared reading  and take notes.

4.        Discuss the questions on page 34.

5.        Discuss as a class which version students prefer and why.

6.        Consider which version is easier to read and which version is easier to visualize and why the author might have selected two ways to tell the same story.

Assessment/Evaluation

Graphic Organizer Pg. 34

Academic Vocabulary

Diction

Imagery

Tone

Syntax

Additional Resources

SpringBoard Books

Language Arts

Thursday, September 24- SB 34 Two Versions of One Memory (Continued)

Objective

(Student will…)

1.        To compare and contrast the effectiveness of prose and poetry in conveying an experience.

2.        To create open-ended interview questions.

Teacher Activities & Strategies

1.        Briefly discuss how the story would be different if told through the eyes of Rano, the older brother.

2.        Prompt students to write a piece in Rano’s voice describing the incident from his perspective and using sensory images.

3.        Place students into pairs and ask them to role play an interview situation in which they answer questions in the voice of one of the characters.

4.        Direct students to revisit their Vocabulary Notebook entries on voice to further develop their ideas.

Student Activities

1.        Briefly discuss how the story would be different if told through the eyes of Rano, the older brother.

2.        Prompt students to write a piece in Rano’s voice describing the incident from his perspective and using sensory images.

3.        Place students into pairs and ask them to role play an interview situation in which they answer questions in the voice of one of the characters.

4.        Direct students to revisit their Vocabulary Notebook entries on voice to further develop their ideas.

Assessment/Evaluation

Paragraphs

Academic Vocabulary

 Voice    Imagery

Tone      Syntax

Diction

Additional Resources

SB book

Language Arts

Friday, September 25- SB 41-Conversations with Characters

Objective

(Student will…)

1.        To apply reading strategies to new reading tasks.

2.        To apply knowledge of diction, syntax, and imagery to understanding a new text.

3.        To plan and generate interview questions.

Teacher Activities & Strategies

1.        Explain to students that they will return to this page after they have read the text.

2.        The “conversation” they have with the narrator of “First Love” will give them guided practice for conducting an imaginary interview with the main character of the novel they are reading independently.

3.        Preteach some of the unfamiliar vocabulary and adding the words to the class word wall.

4.        The narrative has been chunked into three sections.

5.        Read aloud the first chunk and think aloud about possible double-entry journal entries and model some of these for students.

6.        After you have read and modeled section 1, ask students to read section 2 silently, marking the text and annotating it.

7.        Ask students to pay special attention to the author’s skillful use of transitions as she narrates the events in sequential order.

8.        Discuss periodic, cumulative, and balanced sentences (homework).

Student Activities

1.        The “conversation” you have with the narrator of “First Love” will give you guided practice for conducting an imaginary interview with the main character of the novel you are reading independently.

2.        Discuss some of the unfamiliar vocabulary and adding the words to the class word wall.

3.        The narrative has been chunked into three sections.

4.        Listen to your teacher read aloud the first chunk and think aloud about possible double-entry journal entries.

5.        After your teacher has read and modeled section 1, you read section 2 silently, marking the text and annotating it.

6.        Pay special attention to the author’s skillful use of transitions as she narrates the events in sequential order.

7.        Discuss periodic, cumulative, and balanced sentences (homework).

Assessment/Evaluation

Marking the text in section 2

Academic Vocabulary

Periodic

Cumulative

Balnced

Additional Resources

SB Book