7th Grade Language Arts Week of May 4– May 8, 2009 Class Name | Monday 5/4/09 | Objective (Student will…) | *(PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | *BW PDSA Define cavern, hauling, exception, neglected, parallel *Read Tangerine the novel from pages 230-248 Mark the Text for figurative language, characterization, and tone. *SpringBoard pages 443/240-241 | Student Activities | *TSW do a Shared Reading of pages 230-248 of the novel Tangerine by Edward Bloor. Mark the Text for figurative language (green), characterization (orange), and tone (pink). *SpringBoard pages 443/240-241 | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine | | |
Class Name | Tuesday 5/5/09 | Objective (Student will…) | *(PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW PDSA define humiliation, spectacular, tragic, unison, hyper *Do a shared reading of pages 248-265 * Mark the Text for figurative language (green), characterization (orange), and tone (pink). *SpringBoard 449/243-244 | Student Activities | * TSW *Do a Shared Reading of pages 248-265 of the novel Tangerine by Edward Bloor. Mark the Text for figurative language, characterization, and tone. *SpringBoard 449/243-244 | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Wednesday 5/6/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA define subdued, stabilize, crouch, mourn, testify * *Do a Shared Reading of pages 266-277 of the novel Tangerine by Edward Bloor. Mark the Text for figurative language (green), characterization (orange), and tone (pink). *SpringBoard 449/243-244 (continued) | Student Activities | * TSW do a Shared Reading of pages 266-277 of the novel Tangerine by Edward Bloor. SpringBoard 449/243-244 (continued) Mark the Text for figurative language, characterization, and tone. | Assessment/Eval. | | Acad. Vocabulary | | Add.Resources | Novel Tangerine |
Class Name | Thursday 5/7/09 | Objective (Student will…) | * (PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA define aneurism, caravan, book, climate, congregate *Do a Close Reading of pages 277-303 of the novel Tangerine by Edward Bloor. *Mark the Text for figurative language (green), characterization (orange), and tone (pink). | Student Activities | * TSW *Do a Close Reading of pages 277-303 of the novel Tangerine by Edward Bloor. Do TB/SB pages 438/237. Mark the Text for figurative language, characterization, and tone. | Assess. / Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Friday 5/8/09 | Objective (Student will…) | * (PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and analyze a novel for comprehension | Teacher Activities & Strategies | * BW PDSA Vocabulary Quiz *Tangerine Quiz #4 * Do a Close Reading of pages 277-303 of the novel Tangerine by Edward Bloor. *SpringBoard pages 456/247. Mark the test for figurative language (green), characterization (orange), and tone (pink) | Student Activities | * TSW *PDSA Quiz *Do a Close Reading of pages 277-303 of the novel Tangerine by Edward Bloor. *Tangerine Quiz #4 *SpringBoard pages 456/247 Mark the Text for figurative language, characterization, and tone. | Assess./Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Week of April 27– May 1, 2009 Class Name | Monday 4/27/09 | Objective (Student will…) | *(PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW PDSA Define affidavit, inconsistent, variety, scion, loft. Read Tangerine the novel from pages 120 -144 Mark the Text for figurative language, characterization, and tone. | Student Activities | *TSW * Do a Shared Reading of pages 120-144 of the novel Tangerine by Edward Bloor. Mark the Text for figurative language (green), characterization (orange), and tone (pink). | Assess. /Evaluation | SB pages 374-375 | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Tuesday 4/28/09 | Objective (Student will…) | *(PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW PDSA define bold, cathedral, eyeballed, goaltender, graft * SB Activity Comparing Schools TB 428/SB 232. *Do a Close Reading of pages 145-160 of the novel Tangerine by Edward Bloor. Mark the Text for figurative language (green), characterization (orange), and tone (pink). | Student Activities | * TSW *Do a Close Reading of pages 145-160 of the novel Tangerine by Edward Bloor. Do TB/SB pages 428 / 232. Mark the Text for figurative language, characterization, and tone. | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Wednesday 4/29/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA define campaign, graft, horticulture, squadron, scrimmage * SB The New Team TB/SB pages 432/234. *Do a Close Reading of pages 160-185 of the novel Tangerine by Edward Bloor. Mark the Text for figurative language (green), characterization (orange), and tone (pink). | Student Activities | * TSW *Do a Close Reading of pages 160-185 of the novel Tangerine by Edward Bloor. Mark the Text for figurative language, characterization, and tone. | Assessment/Eval. | | Acad. Vocabulary | | Add.Resources | Novel Tangerine |
Class Name | Thursday 4/30/09 | Objective (Student will…) | * (PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA define eligible, majority, scion, tomb, paralyzed, *Do a Close Reading of pages185-199 of the novel Tangerine by Edward Bloor. *SB Activity Who sees Who doesn’t see? TB/SB 438/237 Mark the Text for figurative language (green), characterization (orange), and tone (pink). | Student Activities | * TSW *Do a Close Reading of pages 185-199 of the novel Tangerine by Edward Bloor. Do TB/SB pages 438/237. Mark the Text for figurative language, characterization, and tone. | Assess. / Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Friday 5/1/09 | Objective (Student will…) | * (PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and analyze a novel for comprehension | Teacher Activities & Strategies | * BW PDSA Vocabulary Quiz *Tangerine Quiz #3 * Do a Close Reading of pages 204-230 of the novel Tangerine by Edward Bloor. Mark the test for figurative language (green), characterization (orange), and tone (pink) | Student Activities | * TSW *PDSA Quiz * Tangerine Quiz *Do a Close Reading of pages 204-230 of the novel Tangerine by Edward Bloor. Mark the Text for figurative language, characterization, and tone. | Assess./Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Week of April 13– April 17, 2009 Class Name | Monday 4/13/09 | Objective (Student will…) | *(PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW PDSA Define cautiously, emphasize, mirage, opponent, stagger, inherit *Do a Shared Reading of pages 7-32 of the novel Tangerine by Edward Bloor. Do TB/SB pages 374-375/202. Mark the Text for figurative language, characterization, and tone. | Student Activities | *TSW * Do a Shared Reading of pages 7-32 of the novel Tangerine by Edward Bloor. Do SB pages 374-375/202. Mark the Text for figurative language, characterization, and tone. | Assess. /Evaluation | SB pages 374-375 | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Tuesday 4/14/09 | Objective (Student will…) | *(PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW PDSA define incline, calisthenics, expulsion, notarized, restriction, talon *Do a Close Reading of pages 32-48 of the novel Tangerine by Edward Bloor. Do TB/SB pages 380-382/204-206. Mark the Text for figurative language, characterization, and tone. | Student Activities | * TSW *Do a Close Reading of pages 32-48 of the novel Tangerine by Edward Bloor. Do TB/SB pages 380-382/204-206. Mark the Text for figurative language, characterization, and tone. | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Wednesday 4/15/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA define campus, fumigate, maniac, turnstile, vulnerable, portable *Do a Close Reading of pages 49-75 of the novel Tangerine by Edward Bloor. Do TB/SB pages 393-397/212-214. Mark the Text for figurative language, characterization, and tone. | Student Activities | * TSW *Do a Close Reading of pages 49-75 of the novel Tangerine by Edward Bloor. Do TB/SB pages393-397/212-214. Mark the Text for figurative language, characterization, and tone. | Assessment/Eval. | | Acad. Vocabulary | | Add.Resources | Novel Tangerine |
Class Name | Thursday 4/16/09 | Objective (Student will…) | * (PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA define bandolera, descend, forearm, jawing, materialize, regulations *Do a Close Reading of pages 49-75 of the novel Tangerine by Edward Bloor. Do TB/SB pages 393-397/212-214. Mark the Text for figurative language, characterization, and tone. | Student Activities | * TSW *Do a Close Reading of pages 49-75 of the novel Tangerine by Edward Bloor. Do TB/SB pages393-397/212-214. Mark the Text for figurative language, characterization, and tone. | Assess. / Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Friday 4/17/09 | Objective (Student will…) | * (PDSA) Improve comprehension of the novel by improving vocabulary * Demonstrate the ability to read and analyze a novel for comprehension | Teacher Activities & Strategies | * BW PDSA Vocabulary Quiz *Do a Close Reading of pages 49-75 of the novel Tangerine by Edward Bloor. Do TB/SB pages 400-405/216-218. Mark the Text for figurative language, characterization, and tone. | Student Activities | * TSW *Do a Close Reading of pages 49-75 of the novel Tangerine by Edward Bloor. Do TB/SB pages 400-405/216-218. Mark the Text for figurative language, characterization, and tone. | Assess./Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Week of April 6 – April 10, 2009 Class Name | Monday 4/6/09 | Objective (Student will…) | *(PDSA) Define- abruptly, citrus, muck, trance, perimeter, agriculture * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW (PDSA) Define- abruptly, citrus, muck, trance, perimeter, agriculture *SB Teacher page 367: Conduct a close reading of the prologue to Tangerine. * Discuss characters and their relationships, Elements of plot, elements of the setting, flashbacks *Review the 5 part plot summary * SB TB page 370 Scanning the novel | Student Activities | * TSW * SB Student page 198-199 A close reading of the prologue * Review of the 5 part plot summary *Review of novel annotation * SB Student page 209 Scanning the novel Tangerine | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Tuesday 4/7/09 | Objective (Student will…) | *(PDSA) Define- abruptly, citrus, muck, trance, perimeter, agriculture * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW (PDSA) Define- abruptly, citrus, muck, trance, perimeter, agriculture *SB Teacher page 367: Conduct a close reading of the prologue to Tangerine. * Discuss characters and their relationships, Elements of plot, elements of the setting, flashbacks *Review the 5 part plot summary * SB TB page 370 Scanning the novel | Student Activities | * TSW * SB Student page 198-199 A close reading of the prologue * Review of the 5 part plot summary *Review of novel annotation * SB Student page 209 Scanning the novel Tangerine | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Wednesday 4/8/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) Define – eerie, flunky, semicircle, prominence, critical, grove * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA Week of April 6 – April 10, 2009 Class Name | Monday 4/6/09 | Objective (Student will…) | *(PDSA) Define- abruptly, citrus, muck, trance, perimeter, agriculture * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW (PDSA) Define- abruptly, citrus, muck, trance, perimeter, agriculture *SB Teacher page 367: Conduct a close reading of the prologue to Tangerine. * Discuss characters and their relationships, Elements of plot, elements of the setting, flashbacks *Review the 5 part plot summary * SB TB page 370 Scanning the novel | Student Activities | * TSW * SB Student page 198-199 A close reading of the prologue * Review of the 5 part plot summary *Review of novel annotation * SB Student page 209 Scanning the novel Tangerine | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Tuesday 4/7/09 | Objective (Student will…) | *(PDSA) Define- abruptly, citrus, muck, trance, perimeter, agriculture * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW (PDSA) Define- abruptly, citrus, muck, trance, perimeter, agriculture *SB Teacher page 367: Conduct a close reading of the prologue to Tangerine. * Discuss characters and their relationships, Elements of plot, elements of the setting, flashbacks *Review the 5 part plot summary * SB TB page 370 Scanning the novel | Student Activities | * TSW * SB Student page 198-199 A close reading of the prologue * Review of the 5 part plot summary *Review of novel annotation * SB Student page 209 Scanning the novel Tangerine | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Wednesday 4/8/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) Define – eerie, flunky, semicircle, prominence, critical, grove * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA *Do a Shared Reading of pages 7-32 of the novel Tangerine by Edward Bloor. Do TB/SB pages 374-375/202. Mark the Text for figurative language, characterization, and tone. | Student Activities | *TSW * Do a Shared Reading of pages 7-32 of the novel Tangerine by Edward Bloor. Do SB pages 374-375/202. Mark the Text for figurative language, characterization, and tone. | Assessment/Eval. | SB pages 374-375 | Acad. Vocabulary | | Add.Resources | Novel Tangerine |
Class Name | Thursday 4/9/09 | Objective (Student will…) | * (PDSA)Define -condemn, lignite, dense, prescription, smolder, spectacle * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA Define -condemn, lignite, dense, prescription, smolder, spectacle *Do a Close Reading of pages 32-48 of the novel Tangerine by Edward Bloor. Do TB/SB pages 380-382/204-206. Mark the Text for figurative language, characterization, and tone. | Student Activities | * TSW *Do a Close Reading of pages 32-48 of the novel Tangerine by Edward Bloor. Do TB/SB pages 380-382/204-206. Mark the Text for figurative language, characterization, and tone. | Assess. / Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Friday 4/10/09 (Good Friday Holiday) | Objective (Student will…) | | Teacher Activities & Strategies | | Student Activities | | Assess./Evaluation | | Acad. Vocabulary | | Add. Resources | |
*Do a Shared Reading of pages 7-32 of the novel Tangerine by Edward Bloor. Do TB/SB pages 374-375/202. Mark the Text for figurative language, characterization, and tone. | Student Activities | *TSW * Do a Shared Reading of pages 7-32 of the novel Tangerine by Edward Bloor. Do SB pages 374-375/202. Mark the Text for figurative language, characterization, and tone. | Assessment/Eval. | SB pages 374-375 | Acad. Vocabulary | | Add.Resources | Novel Tangerine |
Class Name | Thursday 4/9/09 | Objective (Student will…) | * (PDSA)Define -condemn, lignite, dense, prescription, smolder, spectacle * Demonstrate the ability to read and analyze a novel for comprehension. | Teacher Activities & Strategies | * BW PDSA Define -condemn, lignite, dense, prescription, smolder, spectacle *Do a Close Reading of pages 32-48 of the novel Tangerine by Edward Bloor. Do TB/SB pages 380-382/204-206. Mark the Text for figurative language, characterization, and tone. | Student Activities | * TSW *Do a Close Reading of pages 32-48 of the novel Tangerine by Edward Bloor. Do TB/SB pages 380-382/204-206. Mark the Text for figurative language, characterization, and tone. | Assess. / Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Friday 4/10/09 (Good Friday Holiday) | Objective (Student will…) | | Teacher Activities & Strategies | | Student Activities | | Assess./Evaluation | | Acad. Vocabulary | | Add. Resources | |
Week of March 30 – April 3, 2009 Class Name | Monday 3/30/09 | Objective (Student will…) | *(PDSA) To improve comprehension of the novel through vocabulary* Use research skills to create a brochure | Teacher Activities & Strategies | BW (PDSA) Define: evidence, receding, fascinated, predator, zombie, *CGo to the library *Facilitate students while they conduct research *Have students take their gathered information and transform it into a brochure on the citrus groves of Florida. | Student Activities | *Define vocabulary words *Check out books for CRT testing *Use the computers in the library to research the Citrus groves and Tangerine County Florida *Take gathered information and create a tri-fold brochure on the area of Florida the story of Tangerine is set in. | Assess. /Evaluation | Completed brochure | Acad. Vocabulary | | Add. Resources | Computer with internet access |
Class Name | Tuesday 3/31/09 | Objective (Student will…) | *(PDSA) To improve comprehension of the novel by improving vocabulary * familiarize themselves with the setting of the novel Tangerine | Teacher Activities & Strategies | *BW (PDSA) Define absolute, hysterically, hurtling, convoy, scenery *Complete their tri-fold brochures for Florida *SB Pre-reading activity Student Page 193 | Student Activities | *Complete tri-fold brochures of Florida * SB activity student page 193 * SB Analyzing the cover of the novel Student page 194 | Assess. /Evaluation | Tri-fold brochures of Florida | Acad. Vocabulary | | Add. Resources | Colored pencils and paper |
Class Name | Wednesday 4/1/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) To improve comprehension of the novel by improving vocabulary * familiarize themselves with the setting of the novel Tangerine | Teacher Activities & Strategies | *BW (PDSA) Define absolute, hysterically, hurtling, convoy, scenery *Complete their tri-fold brochures for Florida *SB Pre-reading activity Student Page 193 | Student Activities | *Complete tri-fold brochures of Florida * SB activity student page 193 * SB Analyzing the cover of the novel Student page 194 | Assessment/Eval. | Tri-fold brochures of Florida | Acad. Vocabulary | | Add.Resources | Colored pencils and paper |
Class Name | Thursday 4/2/09 | Objective (Student will…) | *(PDSA) To improve comprehension with vocabulary * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW (PDSA) Define developers, industrial park, wasteland, exposure, stalking *SB Teacher page 367 Conduct a close reading of the prologue to Tangerine. * Discuss characters and their relationships, Elements of Plot, Elements o the Setting, Flashbacks *Review the 5 part plot summary * SB TBpage 370 Scanning the novel | Student Activities | * TSW Define developers, industrial park, wasteland, exposure, and stalking. * SB Student page 198-199 A close reading of the prologue * Review of the 5 part plot summary *Review of novel annotation * SB Student page 209 Scanning the novel Tangerine | Assess. / Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Class Name | Friday 4/3/09 | Objective (Student will…) | *(PDSA) To improve comprehension with vocabulary * Demonstrate the ability to read and comprehend a novel. | Teacher Activities & Strategies | * BW (PDSA) Define developers, industrial park, wasteland, exposure, stalking *SB Teacher page 367 Conduct a close reading of the prologue to Tangerine. * Discuss characters and their relationships, Elements of Plot, Elements o the Setting, Flashbacks *Review the 5 part plot summary * SB TBpage 370 Scanning the novel | Student Activities | * TSW Define developers, industrial park, wasteland, exposure, and stalking. * SB Student page 198-199 A close reading of the prologue * Review of the 5 part plot summary *Review of novel annotation * SB Student page 209 Scanning the novel Tangerine | Assess./Evaluation | | Acad. Vocabulary | | Add. Resources | Novel Tangerine |
Week of March 16 – March 20, 2009 Class Name | Monday 3/16/09 | Objective (Student will…) | *(PDSA) To correct common usage problems *CRT test prep; deciphering long passages through comprehension, inferences, word meaning, and written response. | Teacher Activities & Strategies | BW (PDSA) ~WAG pg. 107, exercise 1 & 2 *NMSBA Test Prep pages 107-113 “The Colony of 1587 Cannot Be Found” *Facilitate / create testing environment *Have students write a seven sentence paragraph (assertion, 3 evidence and 3 commentary)for the written response on #11 *Review all answers orally with students | Student Activities | *TSW read NMSBA pages 107-109 silently *Answer corresponding questions and highlight/identify answers within the passage *write a seven sentence paragraph (assertion, 3 evidence and 3 commentary) for the written response on #11. *Make corrections and ask questions during oral review | Assess. /Evaluation | NMSBA Test Prep pages 107-109 | Acad. Vocabulary | | Add. Resources | WAG Workbook pg. 107 NMSBA Test Prep pages 107-113 |
Class Name | Tuesday 3/17/09 | Objective (Student will…) | *(PDSA) To correct common usage problems *To write to influence such as to persuade, argue, and request in a style appropriate to audience and purpose. | Teacher Activities & Strategies | *BW (PDSA) ~WAG pg. 108, exercise 1*Review the necessary elements for using persuasion to respond to a writing prompt in a standardized test situation. *The teacher will review the material on pages 144-145 in the WAG textbook for the writing prompt. | Student Activities | *TSW create a concept using the information on pages 144-145 in the WAG textbook to design a print ad. Produce prewriting, rough draft and final draft. | Assess. /Evaluation | Print ad | Acad. Vocabulary | | Add. Resources | WAG Workbook pg. 108 |
Class Name | Wednesday 2/18/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) To correct common usage problems *CRT test prep; deciphering a long poem through comprehension, point of view, theme, tone, and poetic devices | Teacher Activities & Strategies | *BW (PDSA) ~ WAG pg. 109, exercises 1 & 2 *NMSBA Test Prep pages 185-188 “The Cremation of Sam McGee” Facilitate / create testing environment *Have students write a seven sentence paragraph (assertion, 3 evidence and 3 commentary)for the written response on #8 *Review all answers orally with students | Student Activities | *TSW read NMSBA pages 185-186 silently *Answer corresponding questions and highlight/identify answers within the passage *write a seven sentence paragraph (assertion, 3 evidence and 3 commentary) for the written response on #8. *Make corrections and ask questions during oral review | Assessment/Eval. | NMSBA Test Prep Pages 185-186 | Acad. Vocabulary | | Add.Resources | WAG Workbook pg. 109 Copies of NMSBA test prep 185-188 |
Class Name | Thursday 3/19/09 | Objective (Student will…) | *(PDSA) To correct common usage problems *Demonstrate the ability to produce a persuasive business letter. | Teacher Activities & Strategies | * BW (PDSA) WAG pg. 110, exercises 1-3 *Review PLC worksheet. * Review the necessary elements of a business letter*Introduce the writing prompt: Text messaging using a cell phone is becoming more and more popular. However, some students bring their cell phones to school so they can text message answers to test questions to their friends. Do you think that cell phones should be allowed in school or does this practice encourage more cheating? Do you think cell phones are a form of safety and security for young people? Write a letter to the principal stating your opinion on the matter. | Student Activities | * TSW correct common usage problems. * Review the necessary elements of a business letter*Introduce the writing prompt: Text messaging using a cell phone is becoming more and more popular. However, some students bring their cell phones to school so they can text message answers to test questions to their friends. Do you think that cell phones should be allowed in school or does this practice encourage more cheating? Do you think cell phones are a form of safety and security for young people? Write a letter to the principal stating your opinion on the matter. *Produce a prewriting, rough draft, and final draft of this business letter. | Assess. / Evaluation | Business letter on texting | Acad. Vocabulary | | Add. Resources | WAG Workbook pg. 110 |
Class Name | Friday 3/20/09 | Objective (Student will…) | *(PDSA) To correct common usage problems * CRT test prep; deciphering long passages through comprehension, inferences, fact or opinion, and written response. | Teacher Activities & Strategies | *BW (PDSA) Quiz over Language Usage *Review PLC worksheet. *NMSBA Test Prep pages 168-178 from “This Side of Paradise” *Facilitate / create testing environment *Have students write a seven sentence paragraph (assertion, 3 evidence and 3 commentary)for the written response on #11 *Review all answers orally with students | Student Activities | *TSW read NMSBA pages 168-175 silently *Answer corresponding questions and highlight/identify answers within the passage *write a seven sentence paragraph (assertion, 3 evidence and 3 commentary) for the written response on #9. *Make corrections and ask questions during oral review | Assess./Evaluation | PDSA Quiz Weekly Bell Work | Acad. Vocabulary | | Add. Resources | NMSBA Test Prep pages 168-175 PDSA Quiz |
Week of March 9 – March 13, 2009 Class Name | Monday 3/9/09 | Objective (Student will…) | *(PDSA) To enhance Language Usage connected to CRT and MAP *To recognize and produce the elements of an effective comparison-and-contrast essay; To produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording | Teacher Activities & Strategies | BW (PDSA) ~Define the following vocabulary words: expository writing, main topic, topic sentence, persuasive writing, edit, revise, introduction *Read WAG pages 150-153 in class. Discuss examples of comparisons and contrasts with students. *Fold a sheet of paper lengthwise. On one side identify and list all the comparisons listed in the essay “Bat Attacks?”, on the other side list all of the transition words the author uses to organize her thoughts. *Show students how to use a BUT chart (page 154) to do a compare/contrast list of the pictures on page 150. Have them refer to their list from “Bat Attacks?” for transition words and write a one paragraph compare/contrast on the pictures. | Student Activities | * TSW participate in reading of WAG pages 150-153. *Identify and list all the comparisons listed in the essay “Bat Attacks?” (152-153), on the other side list all of the transition words the author uses to organize her thoughts. *Create a BUT chart (page 154) to do a compare/contrast list of the pictures on page 150. | Assess. /Evaluation | | Acad. Vocabulary | Expository writing, main topic, topic sentence, persuasive writing, edit, revise, introduction | Add. Resources | WAG Books |
Class Name | Tuesday 3/10/09 | Objective (Student will…) | *(PDSA) To enhance Language Usage connected to CRT and MAP *To read, comprehend, and interpret an essay; To identify the compare/contrast elements in a written essay | Teacher Activities & Strategies | *BW (PDSA) ~Define the following vocabulary words: expository writing, main topic, topic sentence, persuasive writing, edit, revise, introduction *Read “I Am a Native of North America” by Chief Dan George (purple lit. book pages 615-617). *Have students analyze the differences between the “two distinct cultures” in which Chief Dan George lived. *Have students write their own compare/contrast of Chief Dan George and the way they view our society today. | Student Activities | *TSW read “I Am a Native of North America” by Chief Dan George pages 615-617 and analyze the differences between the “two distinct cultures” in which Chief Dan George lived. *Write a compare/contrast of Chief Dan George and the way they view our society today. | Assess. /Evaluation | | Acad. Vocabulary | Expository writing, main topic, topic sentence, persuasive writing, edit, revise, introduction | Add. Resources | Purple Literature Book |
Class Name | Wednesday 2/11/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) To Enhance Language Usage connected to CRT and MAP *CRT test prep | Teacher Activities & Strategies | *BW (PDSA) ~ Define the following vocabulary words: expository writing, main topic, topic sentence, persuasive writing, edit, revise, introduction *NMSBA Test Prep pages 35-37 “A Fancy of Hers” Part 1 and pages 38-40 “Amelia Earhart.” Focus on using assertion, evidence commentary on written responses. Review orally with students. | Student Activities | *TSW complete NMSBA pages 35-40, focusing on assertion, evidence, commentary on written responses. | Assessment/Eval. | | Acad. Vocabulary | Expository writing, main topic, topic sentence, persuasive writing, edit, revise, introduction | Add.Resources | Copies of NMSBA test prep 35-40 (already copied) |
Class Name | Thursday 3/12/09 | Objective (Student will…) | *(PDSA) To enhance Language Usage connected to CRT and MAP *To write to influence, persuade, argue, or request in a style appropriate to the audience and purpose. To produce a coherent written text by organizing ideas, using effective transitions, and choosing precise wording. | Teacher Activities & Strategies | * BW (PDSA) ~ Define the following vocabulary words: expository writing, main topic, topic sentence, persuasive writing, edit, revise, introduction *Review PLC worksheet. *Conduct a guided reading of “Persuade Me” by Beth Beutler from the edHelper.com website and complete the questions following the article. *Conduct a read aloud of “Learning to Speak Up: the DCE” in the WAG textbook pages 141-143. | Student Activities | * TSW participate in the read aloud of “Persuade Me” and the guided reading of “Learning to Speak Up: DCE” in the WAG textbook pages 141-143. *Review the necessary elements for using narration to respond to a writing prompt in a standardized test situation. | Assess. / Evaluation | | Acad. Vocabulary | Expository writing, main topic, topic sentence, persuasive writing, edit, revise, introduction | Add. Resources | Copies of “Persuade Me” article by Beth Beutler |
Class Name | Friday 3/13/09 | Objective (Student will…) | *(PDSA) Assess comprehension of vocabulary connected to CRT and MAP content * To write to influence, persuade, argue, or request in a style appropriate to the audience and purpose. To produce a coherent written text by organizing ideas, using effective transitions, and choosing precise wording. | Teacher Activities & Strategies | *BW (PDSA) Quiz over Language Usage ~ / Review PLC worksheet. * Review the necessary elements for using narration to respond to a writing prompt in a standardized test situation. The teacher will review the material on pages 148-149 of the WAG textbook with the students. | Student Activities | *TSW demonstrate mastery of vocabulary connected to CRT and MAP content. *Review the necessary elements for using narration to respond to a writing prompt in a standardized test situation. *Produce prewriting, rough draft, and final draft of a persuasive letter to the school’s astronomy club regarding funding for the space program. | Assess./Evaluation | PDSA Quiz Weekly Bell Work | Acad. Vocabulary | | Add. Resources | |
Week of March 2 – March 6, 2009 – WILSON, WILMETH, AKRIDGE Class Name | Monday 3/2/09 | Objective (Student will…) | *(PDSA) Correcting sentence length *To assess / demonstrate knowledge narrative elements and poetic devices. | Teacher Activities & Strategies | * BW (PDSA) ~ Shortening Sentences That Are Too Long Ex. 1 and 2 WAG pg. 89 *SpringBoard Unit five, Embedded Assessment Two: “Creating a Narrative Poem” ~ Review the elements of narrative writing (sequence of events, dialogue, details, characters, setting, description, etc. Introduce expectations and assignment for EA #2. Have students prewrite by brainstorming ideas for a narrative about the concept of choice. Once students decide on a topic or idea, use a prewriting strategy to create a plan incorporating the narrative elements and poetic devices into a narrative poem. Begin writing the first draft. | Student Activities | * TSW prewrite by brainstorming ideas for a narrative about the concept of choice. Once students decide on a topic or idea, use a prewriting strategy to create a plan incorporating the narrative elements and poetic devices into a narrative poem. Write the first draft. | Assess. /Evaluation | Embedded Assessment #2 – WORTH 3 GRADES | Acad. Vocabulary | | Add. Resources | Copies: pages 127-129 WAG page 89 |
Class Name | Tuesday 3/3/09 | Objective (Student will…) | *(PDSA) Correcting Sentence Length *To assess / demonstrate knowledge narrative elements and poetic devices. | Teacher Activities & Strategies | *BW (PDSA) Shortening Sentences That Are Too Long Ex. 1 and 2 WAG pg. 90 *Continue SpringBoard Embedded Assessment Two ~ Continue writing first draft. Have students share rough draft within writing groups and solicit feedback to guide revision focusing on structure, descriptions (add poetic devices such as metaphors, similes, imagery, symbols, etc.), and adding appropriate line breaks and stanzas. Begin editing / proofreading process checking for grammar, punctuation and spelling. | Student Activities | *TSW continue writing first draft. Share rough draft within writing groups and solicit feedback to guide revision focusing on structure, descriptions (add poetic devices such as metaphors, similes, imagery, symbols, etc.), and adding appropriate line breaks and stanzas. Begin editing process. | Assess. /Evaluation | Embedded Assessment #2 – WORTH 3 GRADES | Acad. Vocabulary | | Add. Resources | Copies: WAG page 90 |
Class Name | Wednesday 2/4/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) Correcting Sentence Length *To assess / demonstrate knowledge narrative elements and poetic devices. | Teacher Activities & Strategies | *BW (PDSA) ~ Improving Short Sentences WAG page 93 Exercise 1 and 2 *Continue SpringBoard Embedded Assessment Two ~ Complete editing / proofreading. Have students review their draft and select an appropriate title for their narrative poem. Have students prepare the final draft of their poem. If time allows, illustrate. | Student Activities | *TSW complete editing / proofreading. Review their draft and select an appropriate title for their narrative poem. Prepare the final draft of their poem. If time allows, illustrate. | Assessment/Eval. | Embedded Assessment #2 – WORTH 3 GRADES | Acad. Vocabulary | | Add.Resources | |
Class Name | Thursday 3/5/09 | Objective (Student will…) | *(PDSA) Correcting Sentence Length*To write in a style appropriate to audience and purpose, use prewriting strategies to gather and organize details to produce a cohesive text, and revise the draft for progression and logical support of purpose. | Teacher Activities & Strategies | * BW (PDSA) ~ Improving Short Sentences WAG page 94 Exercises 1 and 2 *Review PLC worksheet. *Review the necessary elements for using narration to respond to a writing prompt in a standardized test situation. The teacher will review the material on pages 70-71 of the WAG textbook with the students. | Student Activities | * TSW review the necessary elements for using narration to respond to a writing prompt in a standardized test situation. The students will respond to the writing prompt on page 70-71 of the WAG textbook. They will prewrite, draft, revise, edit and proofread their narrative response to the writing prompt. Students will conduct these steps independently in preparation for the NMSBA. | Assess. / Evaluation | | Acad. Vocabulary | | Add. Resources | Student editions of the WAG textbook Copies: WAG page 94 |
Class Name | Friday 3/6/09 | Objective (Student will…) | *(PDSA) Assess comprehension * To write in a style appropriate to audience and purpose, use prewriting strategies to gather and organize details to produce a cohesive text, and revise the draft for progression and logical support of purpose. | Teacher Activities & Strategies | *BW (PDSA) ~ PDSA Quiz over Correcting Sentence Length / Review PLC worksheet. *The teacher will monitor the writing process as students produce a final draft of the narrative response to a writing prompt in a standardized test format from Thursday. *CRT test prep | Student Activities | *TSW complete revising, editing, and proofreading of the rough draft of his/her narrative response to a standardized test writing prompt and complete a final draft of the narrative. *NMSBA Test Prep pages 35-37 from “A Fancy of Hers” – Part 1. Focus on using assertion, evidence, commentary on written responses. | Assess./Evaluation | PDSA Quiz Weekly Bell Work | Acad. Vocabulary | | Add. Resources | Copies pages 127-129 Copies of Test Prep pages 35-37 (copies already made) |
Week of February 23 – February 27, 2009 – WILSON, WILMETH, AKRIDGE Class Name | Monday 2/23/09 | Objective (Student will…) | *(PDSA) * To assess poetic devices: tone, refrain, rhythm, foreshadowing, onomatopoeia, metaphor, simile, imagery, symbol and stanza *To examine and compose a narrative text using sensory images; To read a narrative poem about choice | Teacher Activities & Strategies | * BW (PDSA) ~ Identify ten poetic devices in context *SpringBoard Activity 5-17 Another Look at Narrative Poetry: “Oranges” ~ Have students underline the first sentence of the poem and predict the action that will take place. Discuss the five senses and how writers create images that appeal to the senses to make a story more vivid. Conduct a shared reading of the poem “Oranges” and have students mark the text for images that appeal to the five senses. Reread the poem having students join in with their highlighted words to create a choral reading. Discuss the speaker’s tone / attitude toward the experience. Have students rewrite the poem replacing highlighted sensory images with other imagery words using the thesaurus. | Student Activities | * TSW underline the first sentence of the poem and predict the action that will take place in the poem “Oranges.” Participate in a shared reading and mark the text for images that appeal to the five senses. Participate in a choral reading of the poem to emphasize imagery. Decipher the tone/attitude of the speaker about the experience. Rewrite the poem replacing highlighted sensory images to other imagery words using the thesaurus. | Assess. /Evaluation | Grade poems for marking the text and replacing vocabulary words | Acad. Vocabulary | | Add. Resources | Copies: pages 104-105 |
Class Name | Tuesday 2/24/09 | Objective (Student will…) | *(PDSA) To learn/review poetic devices: tone, refrain, rhythm, foreshadowing, onomatopoeia, metaphor, simile, imagery, symbol and stanza *To identify elements of a narrative in a text; To create a class found poem; To negotiate meaning and construct a poem. | Teacher Activities & Strategies | *BW (PDSA) ~ Identify ten poetic devices in context *SpringBoard Activity 5-18 “Finding a Poem Anywhere” Steps 1-5 ~ Have students relate a given quote to the poem “Oranges” and do a quickwrite about a memorable experience of their seventh grade year so far, and pair-share the responses. Introduce the narrative “Seventh Grade” and predict what the story might be about based on the title. Chunk the text into three parts (beginning, middle, and end) and conduct a read aloud and have students mark the text by highlighting key words, lines and phrases that are powerful, interesting, imagistic, and show significance. Have groups discuss what they marked and why. | Student Activities | *TSW relate a given quote to the poem “Oranges” and do a quickwrite about a memorable experience of their seventh grade year so far, and pair-share the responses. While participating in a read aloud, mark the text by highlighting key words, lines and phrases that are powerful, interesting, imagistic, and show significance. Have groups discuss what they marked and why. | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | Copies pages 108-113 Highlighters |
Class Name | Wednesday 2/25/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) *To learn/review poetic devices: tone, refrain, rhythm, foreshadowing, onomatopoeia, metaphor, simile, imagery, symbol and stanza * CRT test prep | Teacher Activities & Strategies | *BW (PDSA) ~ Identify ten poetic devices in context*NMSBA Test Prep pages 33-34 “The Invisible Man” and 35-37 from “A Fancy of Hers” – Part 1. Focus on using assertion, evidence commentary on written responses. Review orally with students. | Student Activities | *TSW complete NMSBA test prep pages 33-37, focusing on assertion, evidence, commentary on written responses. | Assessment/Eval. | | Acad. Vocabulary | | Add.Resources | Copies pages NMSBA Test Prep Pages 33-37 |
Class Name | Thursday 2/26/09 | Objective (Student will…) | *(PDSA) * To learn/review poetic devices: tone, refrain, rhythm, foreshadowing, onomatopoeia metaphor, simile, imagery, symbol and stanza, *To identify elements of a narrative in a text; To create a class found poem; To negotiate meaning and construct a poem. | Teacher Activities & Strategies | * BW (PDSA) ~ Identify five poetic devices in context / Review PLC worksheet. *Continue SpringBoard Activity 5-18 “Finding a Poem Anywhere” Steps 6-10 ~ Assign each group a specific part of the story “Seventh Grade.” The task is to agree on words, lines, or phrases that capture the essence of that section of the narrative. Create a “found poem” by transforming the text with the words and phrases students have highlighted by writing them on sentence strips and arranging the strips into a found poem. Have students revisit their quickwrite and transform it into a found poem that conveys the experience. | Student Activities | * TSW agree on words, lines, or phrases that capture the essence of that section of the narrative. Create a “found poem” by transforming the text with the words and phrases they highlighted by writing them on sentence strips and arranging the strips into a found poem. Have students revisit their quickwrite and transform it into a found poem. | Assess. / Evaluation | Quickwrite / found poem | Acad. Vocabulary | | Add. Resources | |
Class Name | Friday 2/28/09 | Objective (Student will…) | *(PDSA) Assess comprehension of poetic devices; tone, refrain, rhythm, foreshadowing, onomatopoeia, metaphor, simile, imagery, symbol, and stanza *To assess student knowledge of narrative elements and poetic devices. | Teacher Activities & Strategies | *BW (PDSA) ~ Quiz over ten poetic devices / Review PLC worksheet. SpringBoard Unit five, Embedded Assessment Two: “Creating a Narrative Poem” ~ Review the elemtns of narrative writing (sequence of events, dialogue, details, characters, setting, description, etc. Introduce expectations and assignment for EA #2. Have students prewrite by brainstorming ideas for a narrative about the concept of choice. Once students decide on a topic or idea, use a prewriting strategy to create a plan incorporating the narrative elements and poetic devices into a narrative poem. Write the first draft. | Student Activities | *TSW prewrite by brainstorming ideas for a narrative about the concept of choice. Once students decide on a topic or idea, use a prewriting strategy to create a plan incorporating the narrative elements and poetic devices into a narrative poem. Write the first draft. | Assess./Evaluation | Embedded Assessment #2 – WORTH 3 GRADES PDSA Quiz Weekly Bell Work | Acad. Vocabulary | | Add. Resources | Copies pages 127-129 |
Week of February 16 – February 20, 2009 – WILSON, WILMETH, AKRIDGE Class Name | Monday 2/16/09 | Objective (Student will…) | HOLIDAY ~ NO SCHOOL | Teacher Activities & Strategies | | Student Activities | | Assess. /Evaluation | | Acad. Vocabulary | | Add. Resources | |
Class Name | Tuesday 2/17/09 | Objective (Student will…) | *(PDSA) To learn/review poetic devices: tone, refrain, rhythm, foreshadowing, onomatopoeia * To analyze a narrative poem for poetic devices; To diffuse a text to learn new vocabulary; To analyze a narrative poem for narrative elements | Teacher Activities & Strategies | *BW (PDSA) ~ Write definitions of five poetic devices *SpringBoard Activity 5-16 Narrative Poetry “The Highwayman” steps 1-4 ~ Introduce the poem by explaining where the term highwaymen comes from. Conduct a shared reading of the poem. Have students mark the text by using metacognitive markers. Break students into groups and jigsaw the stanzas. Have students highlight unfamiliar vocabulary and substitute with appropriate synonyms. | Student Activities | *TSW participate in a shared reading of “The Highwayman” and mark the text by using metacognitive markers. Students will work in groups to jigsaw the stanzas identifying unfamiliar vocabulary and replacing the words with synonyms. | Assess. /Evaluation | | Acad. Vocabulary | Ostler, galleon, claret, harry, casement, musket, rapier, torrent, gusty, moor, tone, refrain, rhythm, foreshadowing, onomatopoeia | Add. Resources | Copies pages 98-101 Highlighters |
Class Name | Wednesday 2/18/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) *To learn/review poetic devices: tone, refrain, rhythm, foreshadowing, onomatopoeia * To analyze a narrative poem for poetic devices; To diffuse a text to learn new vocabulary; To analyze a narrative poem for narrative elements | Teacher Activities & Strategies | *BW (PDSA) ~ Write definitions of five poetic devices * Continue SpringBoard Activity 5-16 Narrative Poetry “The Highwayman” steps 5-11. Once jigsaw is complete (Tuesday’s activity), ask students to describe the setting of the poem. Reread the poem to identify and circle metaphors and images that help foreshadow a mood of danger / foreboding in stanzas 1-4. Discuss foreshadowing indicated in the imagery. Have students summarize the poem and sequence the events in order. Have students scan the poem for repeated words, phrases and refrains. | Student Activities | *TSW complete the jigsaw activity from Tuesday. Next, students will describe the setting of the poem. Reread the poem and identify and circle metaphors and images that help foreshadow a mood of danger/foreboding in stanzas 1-4. Summarize the poem and sequence the events of the poem in order. Scan the poem for repeated words, phrases, and refrains. | Assessment/Eval. | Grade sequential order of events and identification of poetic devices | Acad. Vocabulary | | Add.Resources | |
Class Name | Thursday 2/19/09 | Objective (Student will…) | *(PDSA) * To learn/review poetic devices: tone, refrain, rhythm, foreshadowing, onomatopoeia *To examine and compose a narrative text using sensory images; To read a narrative poem about choice | Teacher Activities & Strategies | * BW (PDSA) ~ Identify five poetic devices in context / Review PLC worksheet. *SpringBoard Activity 5-17 Another Look at Narrative Poetry: “Oranges” ~ Have students underline the first sentence of the poem and predict the action that will take place. Discuss the five senses and how writers create images that appeal to the senses to make a story more vivid. Conduct a shared reading of the poem “Oranges” and have students mark the text for images that appeal to the five senses. Reread the poem having students join in with their highlighted words to create a choral reading. Discuss the speaker’s tone / attitude toward the experience. Have students rewrite the poem replacing highlighted sensory images with other imagery words using the thesaurus. | Student Activities | * TSW underline the first sentence of the poem and predict the action that will take place in the poem “Oranges.” Participate in a shared reading and mark the text for images that appeal to the five senses. Participate in a choral reading of the poem to emphasize imagery. Decipher the tone/attitude of the speaker about the experience. Rewrite the poem replacing highlighted sensory images to other imagery words using the thesaurus. | Assess. / Evaluation | Grade poems for marking the text and replacing vocabulary words | Acad. Vocabulary | | Add. Resources | Copies: pages 104-105 |
Class Name | Friday 2/20/09 | Objective (Student will…) | *(PDSA) Assess comprehension of poetic devices; tone, refrain, rhythm, foreshadowing, onomatopoeia; *To examine and compose a narrative text using sensory images; To read a narrative poem about choice; To enhance CRT skills through NMSBA test prep | Teacher Activities & Strategies | *BW (PDSA) ~ Quiz over five poetic devices MONDAY due to assembly / Review PLC worksheet. A.M. Classes to the High School for assembly from 9:00 – 11:30 P.M. Classes - Continue SpringBoard Activity 5-17 Another Look at Narrative Poetry: “Oranges.” Have students complete rewriting the poem replacing highlighted sensory images with other imagery words using the thesaurus. Have students illustrate the events occurring in the poem in sequential order, OR work NMSBA test prep pages 35-37. | Student Activities | *TSW complete rewriting the poem replacing highlighted sensory images with other imagery words using the thesaurus. Have students illustrate the events occurring in the poem in sequential order, | Assess./Evaluation | | Acad. Vocabulary | | Add. Resources | Copies - NMSBA Test Prep pages 35-37 |
Week of February 9-13, 2009 – MRS. WILMETH, Class Name | Monday 2/9/09 | Objective (Student will…) | *(PDSA) To learn to write complete sentences *To identify performance techniques (movements, gestures, Inflection) in a monologue; To apply performance techniques to monologues and reflect on those monologue’s. | Teacher Activities & Strategies | *Students will correct the DOL paragraph from the board *Springboard Activity 5-12 “Readers’ Theater” (old book page 161) Divide students into two groups to prepare a dramatic reading of “Casey at the Bat” with pantomime (role playing). Students are to decide how to break the poem into parts, create prompts, and practice their performances for presentation. Reflection on SB 5-12 page 87 Student book | Student Activities | *Bell work, Finish Presentations, and write reflections. Then check out library books. | Assess. /Evaluation | ORAL PRESENTATIONS ON | Acad. Vocabulary | | Additional Resources | |
Class Name | Tuesday 2/10/09 | Objective (Student will…) | *(PDSA) To learn to write complete sentences by correcting DOL * To access prior knowledge on narrative and make a connection to narrative poems. To understand the parts of a Narrative Poem EA 2 | Teacher Activities & Strategies | BW DOL correction from the overhead *Springboard Activity unpacking EA 2. Springboard activity 5-13 What is a Narrative Poem? | Student Activities | *TSW PDSA, Unpack EA 2, Oral story telling exercise, recalling events in sequence, Poetic Devices GO, Readers Theater of Little Red Riding Hood. | Assess. /Evaluation | GO completeness and Class Participation | Acad. Vocabulary | | Add. Resources | Copies of Little Red Riding Hood, Poetic Devices GO |
Class Name | Wednesday 2/11/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) Correcting DOL sentences on the overhead. Understand the parts of a narrative poem. Review knowledge of a narrative poem. | Teacher Activities & Strategies | *DOL / PDSA, Present reader’s theater SB 5-13, lead a marking the text activity to find the elements of a narrative poem, activity 5-3-1 review narrative poem knowledge. | Student Activities | *TSW Correct DOL from the overhead, Present their Little Red Riding Hood Readers Theaters, Mark the text to identify elements of a narrative poem found in the story, activity 5-3-1 to assess current knowledge of narrative poem. | Assessment/Eval. | Presentation of readers theaters, and 5-3-1 completion | Acad. Vocabulary | | Add.Resources | Copies of Spring Board activity 5-3-1 |
Class Name | Thursday 2/12/09 | Objective (Student will…) | *(PDSA) Correcting DOL sentences on the overhead. Access students’ prior knowledge of poetic devices and continue to add to it. Analyze a poem for imagery. Create a poem creating imagery for a purpose. | Teacher Activities & Strategies | Review PLC Assignments (PDSA) Correcting DOL on the overhead, Springboard activity 5-14 A Picture is Worth a 1000 words. TPCASTT | Student Activities | *TSW (PDSA) Correct DOL sentences on the overhead, review poetic devices GO, Discuss why people take pictures at significant events, conduct a shared reading of “5th Grade Autobiography”, Reread and mark the text to identify words that denote imagery, TPCASTT, Draw a Picture of what the poet meant based on the words used in the poem. | Assess. / Evaluation | Highlighting of words that denote imagery | Acad. Vocabulary | | Add. Resources | Copies of Spring Board Activity 5-14 and TPCASTT |
Class Name | Friday 2/13/09 | Objective (Student will…) | *(PDSA) Assess students individual ability to correct DOL sentences on their own. NM Test prep. | Teacher Activities & Strategies | *BW (PDSA) ~ Quiz over DOL sentneces / Review PLC worksheet. * NMSBA test prep pages 22-24 OR pages 25-26. | Student Activities | *TSW complete NMSBA test prep pages 22-26 | Assessment/Evaluation | PDSA Quiz, Weekly bell work NM TEST PREP | Acad. Vocabulary | | Add. Resources | Copies of NM Test Prep |
Week of February 2 - 6, 2009 –WILMETH, Class Name | Monday 2/2/09 | Objective (Student will…) | *(PDSA) To learn to use Commas That Set Off Added Elements *To identify performance techniques (movements, gestures, Inflection) in a monologue; To apply performance techniques to monologues | Teacher Activities & Strategies | *BW (PDSA) ~ WAG Worksheet pg. 153, Ex. 1 and 2 *SpringBoard Activity 5-12 “Readers’ Theater” (old book page 161) Divide students into two groups to prepare a dramatic reading of “Casey at the Bat” with pantomime (role playing). Students are to decide how to break the poem into parts, create prompts, and practice their performances for presentations on Tuesday. | Student Activities | *TSW work in groups to prepare a dramatic reading of “Casey at the Bat” with pantomime, prompts, tone/mood, and inflection. | Assess. /Evaluation | ORAL PRESENTATIONS ON TUESDAY | Acad. Vocabulary | | Additional Resources | Markers, poster board, and other supplies for student prompts |
Class Name | Tuesday 2/3/09 | Objective (Student will…) | *(PDSA) To learn to use Commas That Set Off Added Elements *Same as Monday; To practice NMSBA testing skills *To practice reading skills; To perform a Readers’ Theater; To practice word emphasis and inflection. | Teacher Activities & Strategies | BW (PDSA) ~ WAG Worksheet pg. 154, Ex. 1 *SpringBoard Activity 5-12 “Readers’ Theater” (old book TE page 161) Divide students into two groups to prepare a dramatic reading of “Casey at the Bat” with pantomime (role playing). Students are to decide how to break the poem into parts, create prompts, and practice their performances for presentations on Tuesday. | Student Activities | *TSW work in groups to prepare a dramatic reading of “Casey at the Bat” with pantomime, prompts, tone/mood, and inflection. | Assess. /Evaluation | Oral Presentations | Acad. Vocabulary | | Add. Resources | |
Class Name | Wednesday 2/4/09 (EARLY RELEASE) | Objective (Student will…) | *(PDSA) To learn to use Commas That Set Off Added Elements *To assess student knowledge of pantomime, inflection, word emphasis, ways to show emotion, and monologue form by writing and presenting an original monologue. | Teacher Activities & Strategies | *BW (PDSA) ~ WAG Worksheet pg. 154, Ex. 2 *SpringBoard EA #1, Unit 5 “Creating and Presenting a Monologue.” Explain / discuss assignment for EA #1 ~ handout student pages 78-81. Explain / discuss grading rubric with students. Monologues and student presentations due Friday 2/6/09. WORTH 3 GRADES | Student Activities | *TSW follow steps on student handout pages 78-81 for EA #1 write, revise, rehearse and present an original monologue that demonstrates their knowledge of pantomime, inflection, word emphasis, ways to show emotion, and the monologue form. Students will be allowed to select their topic, tone, and intended audience. | Assessment/Eval. | Monologues and student presentations due Friday 2/6/09 | Acad. Vocabulary | | Add.Resources | Copies – SpringBoard pages 78-81 |
Class Name | Thursday 2/5/09 | Objective (Student will…) | *(PDSA) To learn to use Commas That Set Off Added Elements * To assess student knowledge of pantomime, inflection, word emphasis, ways to show emotion, and monologue form by writing and presenting an original monologue. | Teacher Activities & Strategies | * BW (PDSA) ~ WAG Worksheet 155, Ex. 1 and 2 / Review PLC worksheet. *Continue EA #1, Unit 5. Facilitate student work and guide students through the steps of final revisions, drafts, and rehearsals of original monologues. Presentations on Friday. | Student Activities | *TSW complete final revisions, drafts and rehearse for presentations of original monologues on Friday. | Assess. / Evaluation | Monologues and student presentations due Friday 2/6/09 | Acad. Vocabulary | *(PDSA) To learn to use Commas That Set Off Added Elements * To assess student knowledge of pantomime, inflection, word emphasis, ways to show emotion, and monologue form by writing and presenting an original monologue. | Add. Resources | |
Class Name | Friday 2/6/09 | Objective (Student will…) | *(PDSA) Assess comprehension of Commas That Set Off Added Elements * To assess student knowledge of pantomime, inflection, word emphasis, ways to show emotion, and monologue form by writing and presenting an original monologue. | Teacher Activities & Strategies | *BW (PDSA) ~ Quiz over Commas That Set Off Added Elements / Review PLC worksheet. *Continue EA #1, Unit 5 ~ Facilitate student presentations of original monologues. If time allows, complete NMSBA test prep pages 22-24 OR pages 25-26. | Student Activities | *TSW perform original monologues for EA #1, Unit 5. | Assessment/Evaluation | PDSA Comma Quiz Weekly bell work Oral Presentations | Acad. Vocabulary | | Add. Resources | Copies – EA #1 Grading Rubirc |
Week of January 26 – January 30, 2009 –WILMETH, Class Name | Monday 1/26/09 | Objective (Student will…) | *(PDSA) To learn to use commas correctly between adjectives (Repeat Concept) *To increase vocabulary; To understand word meaning prior to reading |
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