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WEEK:

WEEK: January 9, 2016 Teacher: P. Garrett Subject: 6th ,7th , 8th Grade ELA

This weeks standards:

ASSESSMENTS Standards to Address in Unit:

ELAGSE6W1a-e ELAGSE6RI1 ELAGSE6RI7 ELAGSE6RL3 ELAGSE6RL10

ELAGSE6W4 ELAGSE6RI2 ELAGSE6RI8 ELAGSE6RL4 ELAGSE6L2a

ELAGSE6W5 ELAGSE6RI3 ELAGSE6RI9 ELAGSE6RL5 ELAGSE6L2c

ELGSE6W6 ELAGSE6RI4 ELAGSE6RI10 ELAGSE6RL6 ELAGSE6L4a

ELAGSE6W3 ELAGSE6RI5 ELAGSE6L1 ELAGSE67L7 ELAGSE6SL1a-d

ELAGSE6W10 ELAGSE6RI6 ELAGSE6RL2 ELAGSE6L9













Diagnostic:

Pre-Assessment Unit test 1

STAR

Readtheory.org

.

Formative:

Midpoint assessment Unit 1

Readtheory.org

Summative:

Post Assessment Unit test

Quizizz.com test

Major Unit Concepts

Unit Vocabulary

Practice close reading of both assigned texts and independent text choices.

Exhibit knowledge of what analysis means as compared to summary, paraphrase, or argument from opinion.

Annotate texts as you read, both formally for analytical reference and informally to cement comprehension.

Understand a central idea

Practice constructing objective summaries that are completely free of editorial bias (your opinion)

Use your notes and annotations to physically sort connecting ideas from the text together

Analyze and evaluate common textual features

Analyze and evaluate common organizational structures

Recognize and trace the development of an authors argument, point of view, or perspective in text

Understand and apply knowledge of exploration of counter-claims within an argument or opinion piece

Practice careful and attentive reading of both assigned texts and independent text choices

Read a wide variety of texts, including a variety of styles, genres, literary periods, authors, perspectives, and subjects

Use annotation and note-taking

Choose works from multiple genres, cultures, and historical periods

Consider keeping a notebook of texts read with notes, annotations, and any relevant student work produced

Employ knowledge of appropriate organizational structures for argument writing that include a focus for audience and purpose

Use appropriate transitions for optimal clarity and coherence

Cite appropriately and avoid plagiarism

Use appropriate transitions for optimal clarity and coherence

Develop a clear, coherent text that tells a story or develops an idea

Show awareness of audience and purpose

Use all the steps of the writing process

Produce writing that establishes an appropriate organizational structure, sets a context, and engages the reader

Maintain a focus on audience and purpose throughout Use a formal academic style, as recommended

Cite appropriately, and avoid plagiarism

Use traditional structures for conveying information

Employ appropriate vocabulary, whether that is domain-specific, academic, colloquial, or informal

Practice using multiple steps of the writing process in your writing as often as possible, with special focus on the evolution of your piece between the first and second drafts

Review and maintain your knowledge of the basic grammatical, spelling, capitalization, and punctuation rules of standard English

Maintain a routine writing practice, both within the classroom and independently

Read and study writers whose styles you enjoy and admire

Acquire and maintain adequate keyboarding skills to write effectively within given time frames

Understand the rules of comma

Review and maintain familiarity with rules and patterns of spelling in standard English; correctly spell homophones

Identify and analyze the effects within texts of various types of figurative language

Consider the connotations of various words when determining the authors purpose in employing specific diction

Paraphrase Abstract Inference In-text citation

Central Idea Fact/Opinion Non-Fiction Analogy

Objective Annotation Genre Body

Summary Analysis Tone Introduction

Theme Claim Figurative Language Connotation

Introduction Evidence Comparing Denotation

Supporting Ideas Literary Conclusion Root

Support Transition Topic Sentence Text Structure

Analyze Fiction Hook Audience

Abstract Informational Thesis Counter-claim

Point of view Argument Evaluate Rebuttal

Inference Citation Credible Fallacy

Reflection Format Focus Organizational structure

Prewriting Academic Style Drafting Editing

Publishing Writing Process Peer Revising

Brainstorm Conventions Grammar Planning

Organization Development Fluency Collaborate

Comma Punctuation

MONDAY 1-09

TUESDAY 1-10

WEDNESDAY 1-11

THURSDAY 1-12

FRIDAY 1-13

LEARNING INTENTIONS

(What the students should KNOW

and be able to DO STANDARDS/ELEMENTS)

EQ: How can we reduce conflict in our classroom?

EQ: How can we help our classroom to be successful?

EQ: How can we identify three types of point of view in film, print, and songs?

EQ: How can we identify three types of point of view in film, print, and songs?

EQ: How can identify three types of point of view in film, print, and songs?

Open

Name a book or movie character to which you are similar.

Draw a name from a bag and write a nice message to that person on the whiteboard.

PowerPoint review of pronouns

Students view a picture on the board and describe the characters that they see.

Students look at a board full of doodles. They must use one doodle to create a complete picture.

TEACHER PRESENTATION

(Whole Group Instruction)

Teacher tells students that we are going to work together as a class to achieve our goals, but she needs their help.

Teacher will present assignment, which is What is in your head?

Teacher will use a Power Point presentation to teach students how to highlight pronouns along with thought/emotion words (thought, wholeheartedly, dejectedly, etc.) to determine point of view.

Point of View Prezi presentation: Students will see 3 different video clips and will be asked to determine the point of view of each clip.

Point of view in popular songs.

INDEPENDENT PRACTICE

(What the students are doing while the teacher is working with small groups)

Station 1. What we should do this year walk. Students will walk to stations around the room and answer the following questions using sticky notes.

School is important because

Our classroom should be ________ every day.

What is one of your overall goals for this semester?

What will you need to do in order to achieve that goal?

What can your teachers do to help you to achieve your goals?

Station 2. Students retake STAR reading test and work on either Teach Your Monster to Read or Moby Max.

Station 1. Students draw pictures or cut out pictures from magazines to show what they are thinking about, want, dreaming about, or worried about.


Station 3. Students practice independent reading with Ms. Banks.

Station 4: Goals and objectives.

Station 1. Students read short passages on social skills.




Station 5: Twister sight word game.

Station 6: Point of View Prezi

Station 1. Students write the point of view pronouns that they hear in the Prezi video clips.




Station 1: Students will try identifying point of view in popular songs.

Remediation:

Unique Learning

Click

ABC Mouse

Starfall

Tumble Books

Sorting for rhymes and blends

Phonics

Cloze notes

Remediation:

Unique Learning

Click

ABC Mouse

Starfall

Tumble Books


Phonics

Remediation:

Unique Learning

Click

ABC Mouse

Starfall

Tumble Books


Phonics

Remediation:

Unique Learning

Click

ABC Mouse

Starfall

Tumble Books


Phonics

Remediation:

Unique Learning

Click

ABC Mouse

Starfall

Tumble Books


Phonics

CLOSURE

Name one way that you can achieve your goals.

Give an example of how you can achieve your goals.

Give an example of point of view.

Emoji summary

What still confuses you?

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