I can select the strongest evidence to analyze A Mighty Long Way and Little Rock Girl 1957.
I can explain the end of unit assessment essay prompt.
I can explain ways that various mediums shaped the story of the Little Rock Nine.
Homework: Read Chapter 15 in A Mighty Long Way and complete the structured notes. (page 61)
Thursday: Lesson 15 Informational Essay Planning: Analyzing and Selecting Evidence Learning Target: I can explain the end of unit assessment essay prompt. I can explain ways that various mediums shaped the story of the Little Rock Nine. Homework: Select the strongest evidence to use in your essay.
I can identify strategies and resources to help me spell correctly on my informational essay.
I can plan an informational essay using relevant details from texts that are carefully selected and organized.
Homework: Finish your Informational Essay Planner.
March 4th – March 8th - TRACKED OUT February 25th – March 1st - TRACKED OUT February 18th- February 22nd -TRACKED OUT
February 11th- February 15th – Homework Calendar Monday: Lesson 11 Mid-Unit Assessment: Classifying and Evaluating Primary Sources Learning Target:
I can identify different types of mediums used in a Gallery Walk.
I can evaluate the advantages and disadvantages of using different mediums to convey information on the civil rights era
Homework: Read Chapter 12, pages 200–210 in A Mighty Long Way and complete the structured notes (page 43) Tuesday: Students will be given the opportunity to work on their debates for science class. Homework: None Wednesday: Students will take a reading comprehension assessment Homework: None
Thursday: Students will finish taking their reading comprehension assessment Homework: None
Friday: Remember the Titans Learning Target:
I can identify incidents from the movie that relate to the story of Carlotta Walls LaNier.
Homework: None - Happy Track Out!!!! February 4th- February 8th – Homework Calendar Monday: Lesson 6 Analyzing Language in a Speech: The Montgomery Bus Boycott Speech Learning Target:
I can understand different mediums and their advantages and disadvantages when presenting information.
I can use evidence from Dr. King’s Montgomery Bus Boycott speech to support my understanding of the text and build background knowledge of the civil rights movement.
I can intentionally use verbs in active and passive voice and in the conditional and subjunctive mood to achieve particular effects.
Homework: None Tuesday: Lesson 7 Analyzing the Power of Different Mediums: Little Rock Girl 1957 Learning Target:
I can use evidence from Little Rock Girl 1957 to support my understanding of the text and build background knowledge of the desegregation of schools in U.S. history.
I can understand the different mediums used to present an idea.
I can evaluate the advantages and disadvantages of using different mediums to present information on the civil rights movement.
Homework: Read Chapter 9 and complete A Mighty Long Way structured notes (page 35) Wednesday:Lesson 8 Analyzing the Power of Different Mediums: A Mighty Long Way Learning Target:
I can use evidence from A Mighty Long Way to support my understanding of the text and build background knowledge of the civil rights movement.
I can understand the different mediums used to present an idea.
I can evaluate the advantages and disadvantages of using different mediums to present information on the civil rights movement.
Homework: Read Chapter 4 and complete Little Rock Girl 1957 structured notes (page 36) Thursday: Lesson 9 Analyzing Different Mediums: Advantages and Disadvantages Learning Target:
I can use evidence from Little Rock Girl 1957 to support my understanding of the text and build background knowledge of the civil rights movement.
I can determine if sentences are in the conditional or subjunctive mood.
I can analyze Dr. Martin Luther King, Jr.’s use of the conditional and subjunctive moods in his speech.
Homework: Read Chapter 10, pages 173–191 in A Mighty Long Way and complete the structured notes (Page 40) Friday: Lesson 10 Analyzing Events: Carlotta’s Journey Learning Target:
I can identify different types of mediums used in a Gallery Walk.
I can evaluate the advantages and disadvantages of using different mediums to convey information on the civil rights era
Homework: Read Chapter 11, pages 192–199 in A Mighty Long Way and complete the structured notes (Page 42)
January 28th -February 1st – Homework Calendar Monday: Lesson 1 Building Background Knowledge: The Desegregation of Schools and Brown v. Board of Education Learning Target:
I can determine the gist of excerpts of Brown v Board of Education.
I can use evidence from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South.
Homework: Read Chapter 7, pages 124-140 in A Mighty Long Way and complete the structured notes (Page 4). Tuesday: Lesson 2 Close Reading: Brown v. Board of Education Learning Target:
I can analyze the central idea of the Brown v. Board of Education Supreme Court decision.
I can use evidence from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South.
Homework: Read Chapter 8, pages 141-162 in A Mighty Long Way and complete the structured notes. (Page 6) Wednesday:Lesson 3 Pairing Texts: Understanding Brown v. Board of Education’s Impact on Carlotta’s Journey Learning Target:
I can use evidence from Brown v. Board of Education to support my understanding of the A Mighty Long Way and the desegregation of schools in the South.
I can analyze the connection between Brown v. Board of Education and Carlotta’s experiences.
Homework: Read Chapters 1–2 and complete Little Rock Girl 1957 structured notes, Chapters 1–2 (page 11) Thursday: Lesson 4 Advantages and Disadvantages of Various Mediums: The Montgomery Bus Boycott Speech Learning Target:
I can understand different mediums and their advantages and disadvantages.
I can use evidence from Dr. King’s Montgomery Bus Boycott speech to support my understanding of the text and build background knowledge of the civil rights movement.
Homework: Reread Dr. King’s Montgomery Bus Boycott speech and define any words or phrases that you underlined using your own words. Friday: Lesson 5 Close Reading: The Montgomery Bus Boycott Speech Learning Target:
I can understand different mediums and their advantages and disadvantages when presenting information.
I can use evidence from Dr. King’s Montgomery Bus Boycott speech to support my understanding of the text and build background knowledge of the civil rights movement.
Homework: Read Chapter 3 and complete Little Rock Girl 1957 structured notes, Chapter 3, pages 28–37 (page 27) January 22nd – January 25th – Homework Calendar Monday: No School Tuesday:Lesson 11 Preparation for End of Unit Assessment: Making Connections between Song Lyrics and Texts, Part 1 Learning Target:
I can make connections between the texts I have read in this unit, and the title and lyrics in “Ain’t Gonna Let Nobody Turn Me Around.”
I can cite evidence from the text to support my connections between the lyrics and text.
Homework: Finish recording connections between the song title and lyrics, “Ain’t Gonna Let Nobody Turn Me Around,” and texts you have read on your note-catcher. Wednesday: Lesson 12 Preparation for End of Unit Assessment: Making Connections between Song Lyrics and Texts, Part 2 Learning Target:
I can make connections between the texts I have read in this unit and the lyrics in the second stanza of “Lift Every Voice and Sing.”
I can cite evidence from the text to support my connections between the lyrics and text.
Homework: Finish recording connections between the lyrics and the texts you have read on your note-catcher. Identify the three or four most relevant and compelling connections with text-based evidence that you have recorded on your two Connecting Lyrics to Text note-catchers over the past couple of lessons. Thursday: Lesson 13 End of Unit Assessment: Making Connections Learning Target:
I can make connections between the texts I have read in this unit, and the title and lyrics in “Ain’t Gonna Let Nobody Turn Me Around” and “Lift Every Voice and Sing.”
I can cite evidence from the text to support my connections between the lyrics and text
Homework: Read Chapter 6 & Complete structured notes (pg 56) Friday: Lesson 1 Building Background Knowledge: The Desegregation of Schools and Brown v. Board of Education Learning Target:
I can determine the gist of excerpts of Brown v Board of Education.
I can use evidence from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South.
Homework: Read Chapter 7, pages 124-140 in A Mighty Long Way and complete the structured notes (Page 4). January 14th – January 18th - Homework Calendar Monday: Lesson 7 Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: Part 3 Learning Target:
I can cite evidence to analyze the importance of the Plessy v. Ferguson case.
I can determine the court’s point of view in its decision on the Plessy v. Ferguson case.
I can analyze how the authors of the court’s decision and the dissenting opinion on Plessy v. Ferguson disagree on matters of interpretation.
Homework:
Reread Plessy v. Ferguson: Key Excerpts from the Dissenting Opinion.
Complete Homework: The Dissenting Opinion (page 42) and the final question on Homework: The Court’s Decision (page 34).
Tuesday: Lesson 8 Mid-Unit Assessment: On-Demand Writing – Conflicting Interpretations of the 13th and 14th Amendments Learning Target:
I can present in writing how the authors of the court’s decision and the dissenting opinion on Plessy v. Ferguson disagree on their interpretations of the 13th and 14th Amendments.
I can cite evidence to support my ideas of how the court’s decision and the dissenting opinion disagree on their interpretation of the 13th and 14th Amendments.
Homework: None Wednesday:
Students will take a reading comprehension assessment. Students who finish early will read silently.
Homework: None Thursday: Lesson 9 World Cafe: Analyzing the Jim Crow Laws Learning Target:
I can explain how the Plessy v. Ferguson Supreme Court ruling codified the Jim Crow laws.
I can explain how the Plessy v. Ferguson Supreme Court case connects to the Jim Crow laws.
I can use sentence starters to build on others’ ideas.
Homework:
Read Chapter 5, pages 82-98 and complete the structured notes (pages 46)
I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions and shape her story.
I can cite evidence that supports my analysis of A Mighty Long Way.
Homework: None
January 7th – January 11th - Homework Calendar Monday: Lesson 2 Analyzing Experiences: Carlotta Walls Learning Target:
I can cite evidence that supports my analysis of A Mighty Long Way.
I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions.
Homework: Read Chapter 2, pages 27-43, and complete the structured notes (pages 9 & 10) Tuesday: Lesson 3 Close Reading: Understanding Carlotta’s Journey Learning Target:
I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions and shape her story.
I can use a Frayer Model to deepen my understanding of words in A Mighty Long Way.
I can cite evidence that supports my analysis of A Mighty Long Way.
Homework: Read Chapter 3, pages 44-62, and complete the structured notes (pages 16 & 17) Wednesday:Lesson 4 Determining Central Ideas: The 14th Amendment Learning Target:
I can determine the central idea of the 14th Amendment.
I can determine the meaning of words and phrases in the 14th Amendment.
Homework: Read Chapter 4, pages 63-81, and complete the structured notes (pages 23) Thursday: Lesson 5 Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: Part 1 Learning Target:
I can cite evidence to analyze the importance of the Plessy v. Ferguson case.
I can determine the court’s point of view in its decision on the Plessy v. Ferguson case.
Homework: Reread Plessy v. Ferguson: Key Excerpts from the Court’s Decision and highlight unknown words. Define each word in the organizer on Friday: Lesson 6 Studying Conflicting Interpretations: Perspectives on Plessy v. Ferguson: Part 2 Learning Target:
I can cite evidence to analyze the importance of the Plessy v. Ferguson case.
I can determine the court’s point of view in its decision on the Plessy v. Ferguson case.
I can analyze how the authors of the court’s decision and the dissenting opinion on Plessy v. Ferguson disagree on matters of interpretation.
Homework:
Reread Plessy v. Ferguson: Key Excerpts from the Court’s Decision.
Complete the first two questions on Homework: The Court’s Decision. (page 34)
January 2nd - January 4th Wednesday:Students will participate in group discussion about our upcoming unit. Homework: Bring Letter home to parents. Thursday: Learning Targets: I can use items about the civil rights era to build background knowledge about A Mighty Long Way. I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions and shape her story. Friday: Learning Targets: I can use items about the civil rights era to build background knowledge about A Mighty Long Way. I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions and shape her story. Homework: Read Chapter 1, pages 3-26, and complete the structured notes (pages 2 & 3) December 10th- December 15th Monday: SNOW DAY Tuesday: SNOW DAY Wednesday: Lesson 13 - Writing an Argument Essay: Peer Critique Learning Target:
I can critique my partner's use of evidence using criteria from A Midsummer Night's Dream
I can revise my work by incorporating helpful feedback from my partner.
I can write an organised argument essay about A Midsummer Night's Dream.
I can use correct punctuation in the Quote Sandwich.
Homework:
Create Quote Sandwiches for Body Paragraph 1 and 2 (pages 94-98 in EL Workbook).
I can work effectively with a group to create group norms to make group discussion and collaborative work product and enjoyable.
I can work effectively with a group to prepare to write a character confessional narrative.
Homework:
Finish reading through your Evidence of Control note-catcher for the character for which you will be writing a confessional. Decide on the scenes you are going to use for your character confessional narrative.
I can explain what it means to write a coherent argument essay with appropriate structure and relevant evidence.
I can analyze the argument in a model essay.
I can analyze how the author of the model essay acknowledge and respond to a counterclaim.
Homework:
QuickWrite: Based on the work we did in class today with analyzing the model essay, answer the question, "What must I do in this essay?" (pg 81 in your EL Workbook).
I can craft the claim of my argument essay based on the strongest evidence.
I can choose relevant and compelling response to support the claim I am making in my argument essay.
Homework:
Complete the supporting evidence-based claim graphic organizer.
November 5th- November 9th Monday: Lesson 5 Reading Shakespeare: The Play within the Play Learning Target:
I can analyze Shakespeare’s use of tragedy within a comedy.
I can explain why Shakespeare wrote the play “Pyramus and Thisbe” into A Midsummer Night’s Dream.
Homework:
Reread 5.1.114-379 and complete Structured Notes (Page 69-70)
Tuesday: Lesson 6 Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 2 Learning Target:
I can identify the narrative structure of the myth “Pyramus and Thisbe.”
I can use the plot structure to summarize the myth “Pyramus and Thisbe.”
Homework:
QuickWrite: Write a paragraph to answer the question: How did the thirst of the lioness propel the action in the story “Pyramus and Thisbe”? (Page 72)
Wednesday: Lesson 7 Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 3 Learning Target:
I can analyze how the structures of the narrative and the play versions of “Pyramus and Thisbe” affect meaning.
I can make connections between a theme in A Midsummer Night’s Dream with a theme of the myth “Pyramus and Thisbe.”
Homework:
QuickWrite: Write a paragraph to answer the question: How is the theme of parental control similar and different in each text? (Page 73)
Thursday: Lesson 8 Leaving the Play: All’s Well That Ends Well Learning Target:
I can analyze the development of the theme of control in A Midsummer Night’s Dream.
I can analyze how Robin’s speech reveals his character.
Homework:
Reread 5.1.380-455 and complete Structured Notes (Page 75-76)
Friday: Lesson 9 Mid-Unit 2 Assessment: Analyzing Narrative Structure and Author’s Craft: Part 1 Learning Target:
I can identify the narrative structure of the myth “The Harvest That Never Came.”
I can use the plot structure to summarize the myth “The Harvest That Never Came.”
Homework: None October 29th – November 2nd Monday: Lesson 18: End of Unit Assessment: Text to Film Comparison Learning Target:
I can analyze how the reader’s perspective is different from Titania’s in a key scene in A Midsummer Night’s Dream and how this affects the reader.
I can compare the similarities and differences between a key scene in the play and how that scene is portrayed in the film.
I can evaluate the choices the director or actors made in the film.
Homework: None Tuesday: Lesson 1 Characters and Consequences Learning Target:
I can analyze how specific events create consequences that propel the action of the play.
I can analyze how specific dialogue reveals aspects of a character.
I can determine the meaning of words and phrases in a text.
Homework: Reread 3.2.124-365 and complete Structured Notes (Handout) Wednesday: Lesson 2 Analyzing Character and Theme: Tracking Control in A Midsummer Night’s Dream Learning Target:
I can analyze how characters try to control one another in A Midsummer Night’s Dream
Homework:
Reread 3.2.336-493 and complete Structured Notes (Handout)
Thursday: Lesson 3 Analyzing the Resolution of the Play: World Café Discussion Learning Target:
I can analyze how characters try to control one another in A Midsummer Night’s Dream.
I can analyze the poetic language or verse in A Midsummer Night’s Dream.
I can analyze how characters’ words and actions reveal aspects of their character.
Friday: Lesson 4 Analyzing How Shakespeare’s Play Draws upon Greek Mythology: Part 1 Learning Target:
I can find the gist of the story “Pyramus and Thisbe.”
I can use different strategies to identify the meaning of unfamiliar words and phrases in “Pyramus and Thisbe.”
I can analyze the word choice, tone and meaning in the story “Pyramus and Thisbe.”
Homework:
Reread “Pyramus and Thisbe” and complete Structured Notes (Page 67)
October 22nd – October 26th Monday: Lesson 14: Analyzing Language, Character, and Theme: World Café Discussion Learning Target:
I can analyze the poetic language or verse in A Midsummer Night’s Dream.
I can analyze how characters’ words and actions reveal aspects of their character.
I can analyze the theme of control in A Midsummer Night’s Dream.
Homework:
Reread 2.2.90-163 and complete Structured Notes (page 50-51)
Tuesday Lesson 15: Author’s Craft: Poetry and Prose Learning Target:
I can analyze the theme of control in A Midsummer Night’s Dream.
I can analyze the poetry and the prose language in A Midsummer Night’s Dream and how each contributes to meaning and tone.
Homework:
Reread 3.1.1-75 and complete Structured Notes (Handout)
Wednesday: Lesson 16: Text to Film Comparison: Bottom’s Transformation Learning Target:
I can analyze how the reader’s perspective is different from Bottom’s in a key scene in A Midsummer Night’s Dream and how this affects the reader.
I can compare the similarities and differences between a key scene in the paly and how that scene is portrayed in the film.
I can evaluate the choices the director or actors made in the film.
Homework:
Reread 3.1.76-208 and complete Structured Notes (54-55)
Thursday: Lesson 17: Characters’ Decisions: The Flow of Consequences in Midsummer Learning Target:
I can analyze the themes of control in A Midsummer Night’s Dream.
I can analyze the poetic language or verse in A Midsummer Night’s Dream.
I can analyze how characters’ words and actions reveal aspects of their character.
Homework:
Reread 3.2.90-123 and complete Structured Notes (57)
End Unit Assessment Tomorrow
Friday: Lesson 18: End of Unit Assessment Text to Film Comparison Learning Target:
I can analyze how the reader’s perspective is different from Titania’s in a key scene in A Midsummer Night’s Dream and how this affects the reader.
I can compare the similarities and differences between a key scene in the play and how that scene is portrayed in the film.
I can evaluate the choices the director or actors made in the film.
Homework:
None
October 16th – October 19th Monday: Lesson 9: Reading Shakespeare: Understanding Shakespeare’s Language Learning Target:
I can determine a theme of A Midsummer Night’s Dream.
I can analyze how characters’ words and actions reveal aspects of their character.
Homework:
Reread 1.1.21-129 and complete Structured Notes (page 34)
Tuesday: Lesson 10: Reading Shakespeare: Analyzing a Theme of A Midsummer Night’s Dream Learning Target:
I can determine a theme of A Midsummer Night’s Dream.
I can analyze how characters’ words and actions reveal aspects of their character.
Homework:
Reread 1.1.130-257 and complete Structured Notes (Handout)
Wednesday: Lesson 11:Text to Film Comparison: Bottom the Fool Learning Target:
I can compare the similarities and differences between a key scene in the play and how that scene is portrayed in the film.
I can evaluate the choices the director or actors made in the film.
Homework:
Reread 1.2.1-107 and complete Structured Notes (page 41)
Thursday: Lesson 12: Author’s Craft: The Poetry of the Play Learning Target:
I can analyze the theme of control in A Midsummer Night’s Dream.
I can analyze the poetic language or verse in A Midsummer Night’s Dream.
Homework:
Reread 2.1.33-160, 153-194 and complete Structured Notes (page 44-45)
Friday: Lesson 13: Analyzing Character and Theme: Tracking Control in A Midsummer Night’s Dream Learning Target:
I can analyze the theme of control in A Midsummer Night’s Dream.
I can analyze the poetic language or verse in A Midsummer Night’s Dream.
I can analyze how characters’ words and actions reveal aspects of their character.
Homework:
Reread 2.1.195-276, 2.2.33-89 and complete Structured Notes (page 47-48)
October 8th – October 12th Monday: Lesson 6: Mid-Unit Assessment: Analyzing an Author’s Argument and Text Structure Learning Target:
I can analyze the development of the argument in “Top Ten Reasons Shakespeare Did Not Write Shakespeare.”
I can analyze the structure of a paragraph in “Top Ten Reasons Shakespeare Did Not Write Shakespeare”, including the role of sentences in developing a supporting claim.
I can objectively summarize “Top Ten Reasons Did Not Write Shakespeare.”
I can analyze the author’s perspective in “Top Ten Reasons Shakespeare Did Not Write Shakespeare.”
Homework:
None
Tuesday: Lesson 7: Launching A Midsummer Night’sDream: The Universal Appeal of Shakespeare, Part 2 Learning Target:
I can determine the central idea of the article “Shakespeare’s Universal Appeal Examined.”
I can use evidence from the article to analyze the central idea of Shakespeare’s universal appeal.
Homework:
Control Graphic Organizer (page 22)
Wednesday: Lesson 8: Launching A Midsummer Night’s Dream: Identifying the Characters, Settings, and Conflicts. Learning Target:
I can analyze the main characters, settings and conflicts in A Midsummer Night’s Dream.
I can get the gist of Shakespeare’s writing in a scene from A Midsummer Night’s Dream.
I can cite evidence from A Midsummer Night’s Dream to support my ideas.
Homework:
Reread the scene we read in class.
Thursday: Lesson 9: Reading Shakespeare: Understanding Shakespeare’s Language Learning Target:
I can determine a theme of A Midsummer Night’s Dream.
I can analyze how characters’ words and actions reveal aspects of their character.
Homework:
Reread 1.1.21-129 and complete Structured Notes (page 34)
Friday: Lesson 10: Reading Shakespeare: Analyzing a Theme of A Midsummer Night’s Dream Learning Target:
I can determine a theme of A Midsummer Night’s Dream.
I can analyze how characters’ words and actions reveal aspects of their character.
Homework:
Reread 1.1.130-257 and complete Structured Notes (Handout)
October 1st – October 5th Monday: Lesson 1 Launching the Module: The Universal Appeal of Shakespeare, Part 1 Learning Target:
I can describe information from images about the universal appeal of Shakespeare.
I can explain the advantages and disadvantages of gathering information from images.
Homework:
Tonight, you are to complete an Advantage/Disadvantage T-Charts (pages 5 & 6). On this chart you will think and write about what you learned from the images and text we went over in class today.
Tuesday: Lesson 2 The Authorship of Shakespeare: “The Shakespeare Shakedown” Learning Target:
I can cite the evidence that Simon Schama uses to support his claims in “The Shakespeare Shakedown.”
Homework:
QuickWrite 1: What are three pieces of evidence Simon Schama gives to support his central claim in the article “The Shakespeare Shakedown”?
Wednesday: Lesson 3 Analyzing the Author’s Perspective: “The Shakespeare Shakedown” Learning Target:
I can analyze Simon Schama’s perspective in “The Shakespeare Shakedown.”
I can analyze how Simon Schama acknowledges and responds to conflicting viewpoints.
Homework:
Fill in the chart on page 13 by writing the words you circled in “The Shakespeare Shakedown.” (page 7-8) Do your best to infer the meaning of the word from the contexts and write it in the right-hand column. (Minimum of 5)
Look over Mid-Unit Assessment Study Sheet in preparation for your Mid-Unit assessment!
Thursday: Lesson 4 Analyzing the Central Claim and Supporting Claims: “The Shakespeare Shakedown” Learning Target:
I can identify Simon Schama’s argument in “The Shakespeare Shakedown.”
I can identify specific supporting claims that Simon Schama makes in “The Shakespeare Shakedown.”
I can evaluate evidence that backs a supporting claim in “The Shakespeare Shakedown.”
I can objectively summarize “The Shakespeare Shakedown.”
Homework:
Complete the Summary Writing graphic organizer (page 15) and write a summary of Schama’s article “The Shakespeare Shakedown”
Look over Mid-Unit Assessment Study Sheet in preparation for your Mid-Unit assessment!
Friday: Lesson 5 Mid-Unit Assessment: Analyzing an Author’s Argument and Text Structure Learning Target:
I can analyze the development of the argument in “Top Ten Reasons Shakespeare Did Not Write Shakespeare.”
I can analyze the structure of a paragraph in “Top Ten Reasons Shakespeare Did Not Write Shakespeare”, including the role of particular sentences in developing a supporting claim.
I can objectively summarize “Top Ten Reasons Did Not Write Shakespeare.”
I can analyze the author’s perspective in “Top Ten Reasons Shakespeare Did Not Write Shakespeare.”
Homework:
None
September 24th – September 28th Monday, September 24th (Module 1: Unit 2: Lesson 17) Learning Target:
I can write an essay explaining the universal refugee experience of turning “inside out” and “back again.”
I can cite the strongest evidence from informational texts to support my claims about how refugees turn “inside out” and “back again.”
I can cite the strongest evidence from the novel Inside Out & Back Again to support my claims about who Ha is before she flees, and how she is turned “inside out” and “back again.”
I can cite where I found my evidence.
Homework:
Finish rough draft
Tuesday, September 25th Learning Target:
I can write an essay explaining the universal refugee experience of turning “inside out” and “back again.”
I can use the provided rubric to make edits to my own paper and a peers paper.
I can cite the strongest evidence from informational texts to support my claims about how refugees turn “inside out” and “back again.”
I can cite the strongest evidence from the novel Inside Out & Back Again to support my claims about who Ha is before she flees, and how she is turned “inside out” and “back again.”
I can cite where I found my evidence.
Homework: 1. None
Wednesday, September 26th Learning Target:
I can write an essay explaining the universal refugee experience of turning “inside out” and “back again.”
I can use the provided rubric to make edits to my own paper and a peers paper.
I can cite the strongest evidence from informational texts to support my claims about how refugees turn “inside out” and “back again.”
I can cite the strongest evidence from the novel Inside Out & Back Again to support my claims about who Ha is before she flees, and how she is turned “inside out” and “back again.”
I can cite where I found my evidence.
Homework: 1. None
Thursday, September 27th Learning Target:
I can write an essay explaining the universal refugee experience of turning “inside out” and “back again.”
I can use the provided rubric to make edits to my own paper and a peers paper.
I can cite the strongest evidence from informational texts to support my claims about how refugees turn “inside out” and “back again.”
I can cite the strongest evidence from the novel Inside Out & Back Again to support my claims about who Ha is before she flees, and how she is turned “inside out” and “back again.”
I can cite where I found my evidence.
Homework: 1. Finalize Essay
Friday, September 28th Learning Target:
I can write a short review on the novel Inside Out and Back Again for some who is thinking about reading it.
I can answer the following questions on the novel
What is the book about?
What did you think of the book? Why?
How effective was the use of poetry in conveying this particular refugee experience?
Why do you think this author may have chosen to include both “inside out” and “back again”?
Would you recommend this book to someone? Why/why not?
Homework: 1. Finish review of novel Inside Out Back Again
September 17th – September 22nd
Monday, September 17th HURRICANE DAY
Tuesday, September 18th (Module 1: Unit 2: Lesson 15 -Part 1) Learning Target:
I can plan effective introductory and concluding paragraphs for my analytical essay.
I can cite where I found my evidence.
Homework Notes: For homework, you will be finishing gathering details and forming a claim. You will then start formally planning Body Paragraphs 1 and 2.
Ignore the Introductory Paragraph and Concluding Paragraph boxes for now.
Remember:
Just jot simple notes; you do not need to write in full sentences.
Cite your evidence on the planning form so you will have these citations when you write your essay.
Homework:
Complete your Forming Evidence-based Claims graphic organizers if you did not do so in class.
Complete Planning Your Essay graphic organizer for Body Paragraphs 1 & 2.
Wednesday, September 19th (Module 1: Unit 2: Lesson 15 - Part2) Learning Target:
I can plan effective introductory and concluding paragraphs for my analytical essay.
I can cite where I found my evidence.
Homework:
Complete, review, and revise your My Planning Graphic Organizer in preparation for writing your essay in the next lesson. Make sure your plans are at the stage that you can use them as a basis for your writing.
Thursday, September 20th (Module 1: Unit 2: Lesson 16) Learning Target:
I can plan effective introductory and concluding paragraphs for my analytical essay.
I can cite where I found my evidence.
Homework:
Complete, review, and revise your My Planning Graphic Organizer in preparation for writing your essay in the next lesson. Make sure your plans are at the stage that you can use them as a basis for your writing.
Friday, September 21st (Module 1: Unit 2: Lesson 17) Learning Target:
I can write an essay explaining the universal refugee experience of turning “inside out” and “back again.”
I can cite the strongest evidence from informational texts to support my claims about how refugees turn “inside out” and “back again.”
I can cite the strongest evidence from the novel Inside Out & Back Again to support my claims about who Ha is before she flees, and how she is turned “inside out” and “back again.”
I can cite where I found my evidence.
Homework:
None
Saturday, September 22nd (Module 1: Unit 2: Lesson 17) Learning Target:
I can write an essay explaining the universal refugee experience of turning “inside out” and “back again.”
I can cite the strongest evidence from informational texts to support my claims about how refugees turn “inside out” and “back again.”
I can cite the strongest evidence from the novel Inside Out & Back Again to support my claims about who Ha is before she flees, and how she is turned “inside out” and “back again.”
I can cite where I found my evidence.
Homework:
None
September 10th – September 14th Monday, September 10th (Module 1: Unit 2: Lesson 12) Learning Target:
I can use the strongest evidence from the novel and from the informational text to support my answers to questions.
I can make connections between evidence of the universal refugee experience and the title of the novel Inside Out & Back Again.
Homework: Remember that for the end of unit assessment, you are going to be writing about how the novel’s title, Inside Out & Back Again, relates to the universal refugee experience of fleeing and finding home, using Ha as an example. In order to describe how Ha turns “inside out” and “back again”, you first need to describe who she was before.
Reread pages 1-17
Collect the strongest evidence you can find to answer this question:Who was Ha before she was forced to flee her home?
Tuesday, September 11th (Module 1: Unit 2: Lesson 13) Learning Target:
I can find the gist of Paragraph 4 of “Refugee and Immigrant Children: A Comparison.”
I can analyze how specific words, phrases, and sentences help me understand what refugee and immigrant children need for successful adaptation.
I can read a text closely in order to answer text-dependent questions.
Homework:
Complete the homework question at the bottom of the handout “Refugee and Immigrant Children: A comparison”: Paragraph 4 Text-Dependent Questions, Part A (page 82)
Wednesday, September 12th (Module 1: Unit 2: Lesson 14) Learning Target:
I can use the strongest evidence from the novel and from the informational text to support my answers to questions.
I can make connections between evidence of the universal refugee experience and the title of the novel Inside Out & Back Again.
Homework:
Practice reading aloud the poem “Du Du Face” (pages 219 - 220)
Remember that for the end of unit assessment, you are going to be writing about how the novel’s title, Inside Out & Back Again, relates to the universal refugee experience of fleeing and finding home, using Ha as an example. In order to describe how Ha turns “inside out” and “back again”, you first need to describe who she was before.
Reread pages 18-49
Collect the strongest evidence toy can find to answer this question: Who was Ha before she was forced to flee her home?
Thursday, September 13th: HURRICANE DAY
Friday, September 14th: HURRICANE DAY
August 20th- September 7th Tracked Out Enjoy Your Time Off! August 13th – August 17th Monday, August 13th (Module 1: Unit 2: Lesson 8) Learning Target:
I can make connections between the universal refugee experiences of fleeing/finding home and the title of the novel Inside Out & Back Again.
I can find the gist of a model essay.
I can choose the strongest evidence to support my answers to questions about a model essay.
I can evaluate the quality of evidence used to support the claims made in the model essay “How Ha’s Mother Is Turned ‘Inside Out’”
Homework:
Complete a first read of pages 196-212. Take notes using the structure notes chart (make your own) Focus on the strongest evidence that reveals how Ha is being turned “inside out” (challenges ha faces and her dynamic character), plus vocabulary that helps you understand her challenges and responses.
Tuesday, August 14th (Module 1: Unit 2: Lesson 9) Learning Target:
I can find the gist of the first paragraph of “Refugee and Immigrant Children: A Comparison.”
I can analyze how specific words, phrases, and sentences help me understand how refugee and immigrant children are similar.
I can cite evidence to explain the similarities and differences between refugee children and immigrant children.
Homework:
We discussed what disruptive loss means in this lesson. Complete the home question on page 66 of your workbook.
Complete a first read of pages 238-247. Take notes using the structure notes chart (make your own) Focus on the strongest evidence that reveals how Ha is being turned “inside out” (challenges ha faces and her dynamic character), plus vocabulary that helps you understand the specific challenges she faces as a refugee.
Wednesday, August 15th (Module 1: Unit 2: Lesson 10) Learning Target:
I can use the strongest evidence from the novel and from the informational text to support my answers to questions.
I can make connections between evidence of the universal refugee experience and the title of the novel Inside Out & Back Again.
Homework:
Complete a first read of pages 248-260. Take notes using the structure notes chart (make your own) Focus on the strongest evidence that reveals how Ha is being turned “inside out” (challenges ha faces and her dynamic character), plus vocabulary that helps you understand the specific challenges she faces as a refugee.
Thursday, August 16th (Module 1: Unit 2: Lesson 11) Learning Target:
I can find the gist of Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison.”
I can analyze how specific words, phrases, and sentences help me understand what refugee and immigrant children need for successful adaptation.
I can read a text closely in order to answer text-dependent questions
Homework:
None
Friday, August 17h Logic Links with Mrs. Rudder Learning Target:
I will use my critical thinking skills to complete logic puzzles.
Homework:
None
August 6th – August 10th Monday, August 6th (Module 1: Unit 2: Lesson 4) Learning Target:
I can identify the strongest evidence in the text “Refugees: Who, Where, Why” that helps me explain challenges refugees face when fleeing home.
I can identify the strongest evidence in the text “Refugees: Who, Where, Why” that helps me explain challenges refugees face finding home.
I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means.
Homework:
Complete a first read of pages 135-157. Take notes using the structure notes chart (make your own) Focus on evidence that reveals how Ha is being turned “inside out”, plus vocabulary that helps you understand her challenges and responses.
Continue rereading the article “Refugees: Who, Where, and Why” and annotating for the gist of each section.
Tuesday, August 7th (Module 1: Unit 2: Lesson 5) Learning Target:
I can identify the strongest evidence in the article “Refugees: Who, Where, Why” and the novel that help me explain challenges refugees face when fleeing home.
I can identify the strongest evidence in the article “Refugees: Who, Where, Why” and the novel that help me explain challenges refugees face finding home.
I can write a paragraph that provides an objective summary of “Refugees: Who, Where, Why.”
I can identify universal themes that connect refugee experiences.
Homework:
Use the Summary Writing graphic organizer (pg 56) to write a summary paragraph about the article “Refugees: Who, Where, Why”
Complete a first read of pages 158-179. Take notes using the structure notes chart (make your own) Focus on the strongest evidence that reveals how Ha is being turned “inside out”, plus vocabulary that helps you understand her challenges and response
Wednesday, August 8th (Module 1: Unit 2: Lesson 6) Learning Target:
I can identify the strongest evidence in the text “Children of War” that helps me explain what challenges refugees face when fleeing home.
I can identify the strongest evidence in the text “Children of War” that helps me explain challenges refugees face finding home.
I can identify common themes that connect the universal refugee experience.
Homework:
Use the Summary Writing graphic organizer (pg 59) to write a summary paragraph about the article “Children of War.”
Complete a first read of pages 180-195. Take notes using the structure notes chart (make your own) Focus on the strongest evidence that reveals how Ha is being turned “inside out” (challenges ha faces and her dynamic character), plus vocabulary that helps you understand her challenges and response
Thursday, August 9th (Module 1: Unit 2: Lesson 7) Learning Target:
I can identify the strongest evidence in the speech by Til Gurung that helps me explain why refugees leave their home.
I can identify the strongest evidence in the speech by Til Gurung that helps me explain challenges refugees face in their new country.
I can determine the meaning of unfamiliar words based on context clues.
I can cite evidence from the text to support analysis of an informational text
Homework:
Complete a first read of pages 196-212. Take notes using the structure notes chart (make your own) Focus on the strongest evidence that reveals how Ha is being turned “inside out” (challenges ha faces and her dynamic character), plus vocabulary that helps you understand her challenges and response
Friday, August 10th Students will take the Quarter 1 Common Formative Assessment.
July 30th – August 3rd Monday, July 30th (Module 1: Unit 1: Lesson 12) Learning Target:
I can make inferences to deepen my understanding of Inside Out & Back Again.
I can explain how nuances in word meanings contribute to the overall tone of the poem.
I can participate in discussions about the text with a partner, small group, and whole class.
Homework:
Please complete a first reading of pages 61-69
Complete Quick Write 7
Tuesday, July 31st (Module 1: Unit 1: Lesson 13) Learning Target:
I can make inferences to deepen my understanding of Inside Out & Back Again.
I can cite evidence from the poem “Saigon Is Gone” to explain the fall of Saigon and the emotional impact of this news on Ha and the other characters in the novel.
I can analyze the word choices of two texts about the fall of Saigon and describe how that word choice contributes to the tone and meaning of each text.
I can participate in discussions about the text with a partner, small group, and whole class.
Homework:
Reread and annotate both the poem “Saigon Is Gone” (use post it notes) and the transcript from “Forgotten Ship”
Make sure your Note-Catcher is complete!
Wednesday, August 1st (Module 1: Unit 1: Lesson 14) Learning Target:
I can analyze how the word choice in both informational and literary texts affects the meaning and tone.
I can cite evidence from text to support analysis of literary and informational text.
Homework: None
Thursday, August 2nd (Module 1: Unit 2: Lesson 1 &2) Learning Target:
I can review and add to my strategies of things close readers do.
I can identify key details that help me understand Ha.
I can explain how key details in the novel reveal the challenges Ha faces and her dynamic character.
I can infer the symbolism in the poem “Last Respects.”
Homework:
Complete a first read of pages 83-111.
Practice taking structured notes, using the same graphic organizer we used during class. page 45-46 in your workbook)
Focus on key details in “Last Respects” that reveal related to death and dying, plus new or important vocabulary that helps you understand.
Friday, August 3rd (Module 1: Unit 2: Lesson 3) Learning Target:
I can identify the strongest evidence in the text “Panic Rises in Saigon, but the Exits Are Few” that helps me explain what challenges refugees from South Vietnam faced.
I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means.
I can identify common themes that connect the universal refugee experience.
Homework:
Finish your answers to the text dependent questions if you did not do so in class.
Complete a first read of pages 115-134. Take notes using the structure notes chart (make your own) Focus on evidence that reveals how Ha is being turned “inside out”, plus vocabulary that helps you understand her challenges and responses.
July 23rd – July 27th Monday, July 23rd (Module 1: Unit 1: Lesson 8) Learning Target:
I can make inferences to deepen my understanding of Inside Out & Back Again.
I can cite evidence from the text to explain how the central idea develops over the course of the plot of Inside Out & Back Again.
I can cite evidence from the text to analyze how various sections of the novel reveal aspects of Ha’s character.
I can participate in discussions about the text with a partner, small group, and the whole class.
Homework:
Reread pages 42-47
Complete QuickWrite 4 on page 20 of your workbook
Tuesday, July 24th (Module 1: Unit 1: Lesson 9) Learning Target:
I can determine the central idea of two key paragraphs of “The Vietnam Wars.”
I can explain how Vietnam was a “battleground in a much larger struggle.”
I can use context clues to determine word meanings.
I can participate in discussions about the text with a partner, small group, and the whole class.
Homework:
Complete the questions and notes: A Battleground in a Much Larger Struggle (Page 21-22 in EL Workbook)
Reread & annotate Section 5 “Doc-Lap at Last”
Wednesday, July 25th (Module 1: Unit 1: Lesson 10) Learning Target:
I can determine the central idea of the section “Doc-Lap at Last” in the informational text “The Vietnam Wars.”
I can objectively summarize informational text.
I can use context clues to determine word meanings.
I can participate in discussions about the text with a partner, small group, and the whole class.
Homework:
Complete a first reading of pages 48-60, through “Wet and Crying”
Complete QuickWrite 5
Thursday, July 26th (Breakout Box: Vietnam Mystery at the Museum) Learning Target:
I can integrate and evaluate content presented to me in diverse formats and media.
I can determine central ideas and/or information through the use of primary and secondary sources.
I can draw evidence from information texts to support analysis reflection and research.
Friday, July 27th (Module 1: Unit 1: Lesson 11) Learning Target:
I can make inferences to deepen my understanding of Inside Out & Back Again.
I can cite evidence from the poems “Choice” and “Left Behind” to explain how this incident reveals aspects of Ha and her family members.
I can participate in discussions about the text with a partner, small group, and whole class.
Homework:
QuickWrite 6: Explain the more symbolic aspect of what the character you studied was forced to leave behind. Use specific evidence from your reading to support your thinking.
July 16th – July 20th Monday, July 16th (Module 1: Unit 1: Lesson 3) Learning Targets:
I can make inferences to deepen my understanding of Inside Out & Back Again.
I can cite evidence from the novel to explain how incidents reveal aspects of Ha’s character.
I can use context clues to figure out word meanings.
I can participate in discussions about the text with a partner, small group, and the whole class.
Homework:
Reread pages 4-9 of Inside out and Back Again (from “Inside Out” through “Papaya Tree”)
QuickWrite 1: (Page 5 of Workbook)
Tuesday, July 17th (Module 1: Unit 1: Lesson 4) Learning Target:
I can make inferences to deepen my understanding of Inside Out & Back Again.
I can cite evidence from the novel to explain how incidents reveal aspects of Ha’s character.
I can explain how the specific word choices in the poem “Papaya Tree” create tone and help reveal meaning.
I can participate in discussions about the text with a partner, small group, and the whole class.
Homework:
Read page 10-21 (from” TiTi Waves Goodbye through “Two More Papayas”)
QuickWrite 2: (Page 7 of workbook)
Wednesday, July 18th (Module 1: Unit 1: Lesson 5) – Mid-Unit Assessment Learning Target:
I can make inferences that deepen my understanding of Inside Out & Back Again.
I can analyze how critical incidents in the novel reveal aspects of Ha’s character.
I can cite evidence from the text in my writing that supports my analysis.
I can participate in discussions about the text with a partner, small group, and the whole class.
Homework:
Complete a first reading of pages 22-41, from” Unknown Father” through “Promises”
Thursday, July 19th (Module 1: Unit 1: Lesson 6) Learning Target:
I can determine the central ideas in one section of the informational text ‘The Vietnam Wars.’
I can use context clues to determine word meanings.
I can participate in discussions about the text with a partner, small group, and the whole class.
Homework:
Everyone will reread section one and complete the work on pages 13 & 14
Each group will read ONE of the following sections: (You will be assigned a section)
Section 2: “Everything Tends to Ruin” 1627-1941
Section 3: “Life, Liberty, and Ho Chi Minh” 1941-1945
Section 4: “The Fall of the French” 1945-1954
Friday, July 20th (Module 1: Unit 1: Lesson 7) Learning Target:
I can determine the central ideas in one section of the informational text ‘The Vietnam Wars.’
I can summarize a portion of an informational text about the Vietnam war.
I can use context clues to determine word meanings.
I can participate in discussions about the text with a partner, small group, and the whole class.
Homework:
Reread Section 4, “The Fall of the French” (page 11). Use the questions on the note-catcher (page 17) to help focus your reading.
Complete QuickWrite 3 (page 18 of workbook)
July 9th – July 13th Monday:
Welcome to 8-2 ELA! We will be review the ELA Syllabus, setting up the ELA binder, and getting to know one another!
Homework: Finish setting up binder, review syllabus with parents, and return homeroom paperwork! Tuesday:
In class we will be reading the poem “If You’re Not From the Prairie”. Students will work together to analyze the poem.
Students will then receive a template to draft their own version of the poem. We will use these poems to share about ourselves.
If time permits, students will begin publishing their poems by creating a final draft that includes an image from their poem.
Homework: Finish setting up binder, review syllabus with parents, and return homeroom paperwork! Wednesday:
Students will complete publishing their poem. We will take time in class to share our poems with one another.
Students should turn their poems in by the end of class.
Students will receive their Module 1 workbooks in preparation for tomorrow.
Homework: Finish setting up binder, review syllabus with parents, and return homeroom paperwork! Thursday:
Students will be participating in a gallery walk as in introduction top our first module. We will discuss what we notice and wonder about the images.
Students will then work with their classmates to read the poem “Panic Rises in Saigon but the Exits are Few”.
Students will use the images from the gallery walk and the poem to make inferences about the refugee experience.
Homework: Finish setting up binder, review syllabus with parents, and return homeroom paperwork! Friday:
Students will receive the novel Inside Out & Back Again. We will spend class orienting ourselves to the novel structure and reading their first poem. Students will practice skills that we will use throughout this module.
Homework: Reread “1975: Year of the Cat” add at least three more details to you notes that helped you learn about Ha. Complete a first gist reading of pages 4-9 “Inside Out” through “Papaya Tree”