Week of May 13
Monday
Students will be introduced to and practice writing introductions and conclusions
Tuesday
Students will practice writing titles, hooks, and thesis statements
Students will identify the difference between strong and weak thesis statements
Wednesday - Friday
Students will begin writing a rhetorical analysis of Julius Caesar
Students will complete an outline for their essays prior to beginning the analysis
Week of May 6
Monday
Groups will share their interpretations and analysis of Brutus' speech
Tuesday- Wednesday
Students will work in groups to interpret and identify rhetorical devices in Act III, Scene ii of Julius Caesar - Antony's speech
Thursday
Students will share their intepretations and analysis of Antony's speech
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Pep assembly 5/6 hours
Groups will share their interpretations and analysis of Brutus' speech
Tuesday- Wednesday
Students will work in groups to interpret and identify rhetorical devices in Act III, Scene ii of Julius Caesar - Antony's speech
Thursday
Students will share their intepretations and analysis of Antony's speech
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Pep assembly 5/6 hours
Week of April 29
Monday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Tuesday
Groups will share their interpretation and analysis of Julius Caesar
Wednesday - Thursday
In groups, students will interpret and identify rhetorical devices in Act III, Scene ii of Julius Caesar
Friday
1/2 Day - Students will
Week of April 22
Monday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Tuesday
Students will take notes on logical fallacies
Students will complete a logical fallacies exercise
Wednesday
Students will be review yesterdays fallacy exercise
Students will take a test on logical fallacies
Thursday - Friday
In groups, students will interpret and identify rhetorical devices in Act I, Scene ii of Julius Caesar
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Tuesday
Students will take notes on logical fallacies
Students will complete a logical fallacies exercise
Wednesday
Students will be review yesterdays fallacy exercise
Students will take a test on logical fallacies
Thursday - Friday
In groups, students will interpret and identify rhetorical devices in Act I, Scene ii of Julius Caesar
Week of April 15
Monday
Students will continue working with identifying ethos, pathos, logos - group activity
Tuesday
Class with check ethos, pathos, logos activities
Wednesday
Students will test their skills in defining and identifying ethos, pathos, and logos
Thursday - 1/2 Day
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Friday - No school EASTER BREAK
Students will continue working with identifying ethos, pathos, logos - group activity
Tuesday
Class with check ethos, pathos, logos activities
Wednesday
Students will test their skills in defining and identifying ethos, pathos, and logos
Thursday - 1/2 Day
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Friday - No school EASTER BREAK
Week of April 8
Monday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Tuesday - Wednesday
Cyber ethics and PSAT testing
Thursday
Students will take notes on ethos, pathos, and logos
Friday
Students will work in groups to identify ethos, pathos, and logos
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Tuesday - Wednesday
Cyber ethics and PSAT testing
Thursday
Students will take notes on ethos, pathos, and logos
Friday
Students will work in groups to identify ethos, pathos, and logos
Week of April 1 - SPRING BREAK
Week of March 25
Monday
Students will read, annotate, SOAPSTonE the fiction reading "Shakespeare: Who Was The Bard"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Tuesday
Wednesday
Thursday
Students meet with counselors to schedule next year's classes
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Students will read, annotate, SOAPSTonE the fiction reading "Shakespeare: Who Was The Bard"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Tuesday
Wednesday
Thursday
Students meet with counselors to schedule next year's classes
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Week of March 18
Monday - Friday
Students will spend the week NWEA testing
Students will spend the week NWEA testing
Week of March 11
Monday
Students will take multiple choice test and write a paragraph response on "The Life of Julius Caesar"
Tuesday
Students will continue write the paragraph response from yesterday
Wednesday
Students will take a Reading Diagnonstic test, testing comprehension and vocabulary skills
Thursday
1/2 Day
Students will spend the hour engaged in sustained silent reading
Friday
Students will begin taking notes related to their independent readings in order to start preparing to write a cricial analysis of their novels
Students will take multiple choice test and write a paragraph response on "The Life of Julius Caesar"
Tuesday
Students will continue write the paragraph response from yesterday
Wednesday
Students will take a Reading Diagnonstic test, testing comprehension and vocabulary skills
Thursday
1/2 Day
Students will spend the hour engaged in sustained silent reading
Friday
Students will begin taking notes related to their independent readings in order to start preparing to write a cricial analysis of their novels
Week of March 4
Monday
Students will read, annotate, SOAPSTonE the fiction reading "Shakespeare: Who Was The Bard"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Tuesday
Students will schedule classes for next year
Wednesday
Class will read aloud - "Shakespeare: Who Was The Bard?" and "The Legacy of Shakespear"
Students will respond to discussion questions in a socratic fashion
Thursday
Class will review paragraph format
Students will volunteer their work to be reviewed, looking to make personal improvements in their writing
Friday
1/2 Day
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Students will read, annotate, SOAPSTonE the fiction reading "Shakespeare: Who Was The Bard"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Tuesday
Students will schedule classes for next year
Wednesday
Class will read aloud - "Shakespeare: Who Was The Bard?" and "The Legacy of Shakespear"
Students will respond to discussion questions in a socratic fashion
Thursday
Class will review paragraph format
Students will volunteer their work to be reviewed, looking to make personal improvements in their writing
Friday
1/2 Day
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Week of February 25
Monday - Thursday
Students will watch the video presentaion of Julius Caesar (life and rise to power) to build background for Shakespeare's play Julius Caesar
Students will take notes and fact inquiries while watching
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Students will watch the video presentaion of Julius Caesar (life and rise to power) to build background for Shakespeare's play Julius Caesar
Students will take notes and fact inquiries while watching
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Week of February 18 - 22 Winter Break
Week of February 11
Monday
Class will disucss the "Why Do People Follow the Crowd?" article and the associated assignments that were completed last Thursday
Tuesday
Students will read, annotate, SOAPSTonE the fiction reading "The Life of Julius Caesar"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Wednesday
Students will revisit tone words that were introduced first semester
Thursday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Friday
1/2 Day
Breakfast of Champions
Class will disucss the "Why Do People Follow the Crowd?" article and the associated assignments that were completed last Thursday
Tuesday
Students will read, annotate, SOAPSTonE the fiction reading "The Life of Julius Caesar"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Wednesday
Students will revisit tone words that were introduced first semester
Thursday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Friday
1/2 Day
Breakfast of Champions
Week of February 4
Monday-Tuesday
Groups present their reading diagnostic answer analyses
Wednesday
SNOW DAY
Thursday
Students will read, annotate, SOAPSTonE the fiction reading "Why Do People Follow the Crowd"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Groups present their reading diagnostic answer analyses
Wednesday
SNOW DAY
Thursday
Students will read, annotate, SOAPSTonE the fiction reading "Why Do People Follow the Crowd"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Week of January 28
Monday - Thursday
SNOW DAYS
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Students will document and summarize what they read in class today
SNOW DAYS
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Students will document and summarize what they read in class today
Week of January 21
Monday - No school in observance of MLK Day
Tuesday
Start of New Semester!!!
Students will take a reading diagnostic test to identify mid-year vocabulary and comprehension skills
Wednesday
SNOW DAY
Thursday- Friday
Students will work in groups to analyze answer's to Tuesday's Reading Diagnostic Test
Tuesday
Start of New Semester!!!
Students will take a reading diagnostic test to identify mid-year vocabulary and comprehension skills
Wednesday
SNOW DAY
Thursday- Friday
Students will work in groups to analyze answer's to Tuesday's Reading Diagnostic Test
Week of January 14
Monday
Students will self-check midterm practice tests, identifying strengths and weaknesses in order to better prepare for the midterm
Tuesday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Wednesday
Midterms 1st and 2nd hours - 1/2 day
Thursday
Midterms - 3rd and 4th hours - 1/2 day
Friday
Midterms - 5th and 6th hours - 1/2 day
Students will self-check midterm practice tests, identifying strengths and weaknesses in order to better prepare for the midterm
Tuesday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Wednesday
Midterms 1st and 2nd hours - 1/2 day
Thursday
Midterms - 3rd and 4th hours - 1/2 day
Friday
Midterms - 5th and 6th hours - 1/2 day
Week of January 7
Monday
Students will create a tone words vocabulary practice test
Homework: use flash cards made prior to the break and today's practice test to study for tomorrow's definition test
Tuesday
Students will take a tone words definition test (word bank test)
Wednesday-Thursday
Students will review for midterms by way of non-fiction reading selections - students will self-monitor need for practice
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Students will create a tone words vocabulary practice test
Homework: use flash cards made prior to the break and today's practice test to study for tomorrow's definition test
Tuesday
Students will take a tone words definition test (word bank test)
Wednesday-Thursday
Students will review for midterms by way of non-fiction reading selections - students will self-monitor need for practice
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Weeks of December 24 - January 4 Holiday Break
Week of December 17
Monday - Thursday
Students will be introduced to a poetic breakdown assignment for How the Grinch Stole Christmas
Students will watch the animated version of How the Grinch Stole Christmas to look/listen for poetic devices
Students will work on documenting poetic devices found in the reading How the Grinch Stole Christmas: TTPFASTT Breakdown
Friday
1/2 day - pep assembly
Students will be introduced to a poetic breakdown assignment for How the Grinch Stole Christmas
Students will watch the animated version of How the Grinch Stole Christmas to look/listen for poetic devices
Students will work on documenting poetic devices found in the reading How the Grinch Stole Christmas: TTPFASTT Breakdown
Friday
1/2 day - pep assembly
Week of December 10
Monday
Students will be introduced to connotation and denotation
Students will identify context clues to uncover connative meanings of words
Tuesday
Students will review yesterday's connotation/denotation assignment
Students will test on connotation/denotation
Wednesday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devicesThursday - Thursday-Friday
Students will create flash cards for tone vocabulary
Students will be introduced to connotation and denotation
Students will identify context clues to uncover connative meanings of words
Tuesday
Students will review yesterday's connotation/denotation assignment
Students will test on connotation/denotation
Wednesday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devicesThursday - Thursday-Friday
Students will create flash cards for tone vocabulary
Week of December 3
Monday
Students will watch the online video Sentence Types, taking notes on the four sentence types and sentence structure
Tuesday
Students will review real world appliction of close and critical reading skills: annotation, SOAPSTonE, multiple choice tests, and essay responses
Wednesday
Students will take an open-note test on Sentence Types
Students will Students will review last week's nonfiction reading "Freud's Theory of the Id, Ego, and Superego" - Discussion will focus on annotation, SOAPSTonE responses, multiple choice answers, and essay format
Thursday
Students will read, annotate, and SOAPSTonE the fiction reading "Conformity"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Students will watch the online video Sentence Types, taking notes on the four sentence types and sentence structure
Tuesday
Students will review real world appliction of close and critical reading skills: annotation, SOAPSTonE, multiple choice tests, and essay responses
Wednesday
Students will take an open-note test on Sentence Types
Students will Students will review last week's nonfiction reading "Freud's Theory of the Id, Ego, and Superego" - Discussion will focus on annotation, SOAPSTonE responses, multiple choice answers, and essay format
Thursday
Students will read, annotate, and SOAPSTonE the fiction reading "Conformity"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Week of November 26
Monday
Students will inspect their independent novels for author's structure
Tuesday
Students will take an open-book/note multiple choice and essay response test on the dystopian novel Anthem
Wednesday
Students will continue taking their open-book/note test on Anthem
Thursday
Students will career cruise with counselors today
Friday
Students will meet for the fourth time with their book club members to discuss author's structure of their selected nonfiction readings. Today's meeting will focus on how the author used particular diction, syntax, and writing methods to tell his/her story.
Students will inspect their independent novels for author's structure
Tuesday
Students will take an open-book/note multiple choice and essay response test on the dystopian novel Anthem
Wednesday
Students will continue taking their open-book/note test on Anthem
Thursday
Students will career cruise with counselors today
Friday
Students will meet for the fourth time with their book club members to discuss author's structure of their selected nonfiction readings. Today's meeting will focus on how the author used particular diction, syntax, and writing methods to tell his/her story.
Week of November 19
Monday
Students will read, annotate, SOAPSTonE the fiction reading "Freud's Theory of the Id, Ego, and Superego"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Parent/Teacher Conferences 5-8pm
Tuesday
1/2 Day - Homework and make up day
Parent/Teacher Conferences 2-5pm and 6-8pm
Wednesday-Friday
No School - Thanksgiving Break
Students will read, annotate, SOAPSTonE the fiction reading "Freud's Theory of the Id, Ego, and Superego"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Parent/Teacher Conferences 5-8pm
Tuesday
1/2 Day - Homework and make up day
Parent/Teacher Conferences 2-5pm and 6-8pm
Wednesday-Friday
No School - Thanksgiving Break
Week of November 12
Monday - Thursday
Class will read the dystopian novel, Anthem
Class will discuss key details, author's craft, and themes throughout the reading
Students will write summaries of each chapter
Friday
Students will meet for the third time with their book club members to discuss the conflicts of their selected nonfiction readings. Today's meeting will focus on the rising action of their novels as well as the types of conflicts the characters in their novels are facing.
Class will read the dystopian novel, Anthem
Class will discuss key details, author's craft, and themes throughout the reading
Students will write summaries of each chapter
Friday
Students will meet for the third time with their book club members to discuss the conflicts of their selected nonfiction readings. Today's meeting will focus on the rising action of their novels as well as the types of conflicts the characters in their novels are facing.
Week of November 5
|
Monday
Students will build background for the reading of Anthem by reading a synopsis of the novel Tuesday No school Wednesday - Thursday Students will begin reading Anthem Discussion will take place during the reading Friday 1/2 Day Students will participate in sustained silent reading of their independent reading selections. Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices |
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Week of October 28
|
Monday
Class will read Edgar Allan Poe's "The Tell-Tale Heart" aloud Students will address discussion questions related to the reading, providing evidence from the reading to support their claims Tuesday Students will read, annotate, SOAPSTonE the nonfiction reading "...Dystopian Fiction" Students will take a multiple choice test on the reading Students will answer (with appropriate evidence and citation) a discussion question related to the reading Wednesday Students will watch and take notes on the History Channel documentary "The Real Story of Halloween" Thursday Students will take an open note test on yesterday's documentary Class will be introduced to the dystopian novel Anthem in preparation for its reading next week Friday Students will participate in sustained silent reading of their independent reading selections. Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices |
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Week of October 22
Monday
Students will review last week nonfiction reading "Voting Rights Act of 1965" - Discussion will focus on annotation, SOAPSTonE responses, multiple choice answers, and essay format
Tuesday
Students will read, annotate, SOAPSTonE the fiction reading "The Tell-Tale Heart"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Wednesday and Thursday
Students will watch the video presentation of the movie The Giver to build background for the reading Anthem
Friday
1/2 Day
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Students will review last week nonfiction reading "Voting Rights Act of 1965" - Discussion will focus on annotation, SOAPSTonE responses, multiple choice answers, and essay format
Tuesday
Students will read, annotate, SOAPSTonE the fiction reading "The Tell-Tale Heart"
Students will take a multiple choice test on the reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Wednesday and Thursday
Students will watch the video presentation of the movie The Giver to build background for the reading Anthem
Friday
1/2 Day
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Week of October 15
Monday
Students will review last week nonfiction reading "Civil Rights Act of 1964" - Discussion will focus on annotation, SOAPSTonE responses, multiple choice answers, and essay format
Tuesday
Students will read, annotate, SOAPSTonE the nonfiction reading "The Voting Rights Act of 1965"
Students will take a multiple choice test on the "VRA 1965" reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Wednesday and Thursday
Students will review and practice the four sentence types: simple, compound, complex, and compound-complex
Friday
Students will meet for the second time with their book club members to discuss the expositons of their selected nonfiction readings. Today's meeting will focus on character development, direct and indirect characterization, personal connections, real life scenerios, and character analysis
Students will review last week nonfiction reading "Civil Rights Act of 1964" - Discussion will focus on annotation, SOAPSTonE responses, multiple choice answers, and essay format
Tuesday
Students will read, annotate, SOAPSTonE the nonfiction reading "The Voting Rights Act of 1965"
Students will take a multiple choice test on the "VRA 1965" reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Wednesday and Thursday
Students will review and practice the four sentence types: simple, compound, complex, and compound-complex
Friday
Students will meet for the second time with their book club members to discuss the expositons of their selected nonfiction readings. Today's meeting will focus on character development, direct and indirect characterization, personal connections, real life scenerios, and character analysis
Week of October 8
Monday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Tuesday
Students will be introduced to the START program by a member of our school's counseling team
Students will review, take notes on, and practice author's purpose (inform, entertain, persuade)
Wednesday
Students will read, annotate, SOAPSTonE the nonfiction reading "The Civil Rights Act of 1964"
Students will take a multiple choice test on the "CRA 1964" reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Thursday
Class will review the answers to yesterday's reading assignments
Students will take a test on author's purpose
Friday
1/2 Day - Pep Assembly 3rd hour
Students will engage in sustained silent reading
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Tuesday
Students will be introduced to the START program by a member of our school's counseling team
Students will review, take notes on, and practice author's purpose (inform, entertain, persuade)
Wednesday
Students will read, annotate, SOAPSTonE the nonfiction reading "The Civil Rights Act of 1964"
Students will take a multiple choice test on the "CRA 1964" reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Thursday
Class will review the answers to yesterday's reading assignments
Students will take a test on author's purpose
Friday
1/2 Day - Pep Assembly 3rd hour
Students will engage in sustained silent reading
Week of October 1
Monday
Students will learn how to identify SOAPSTonE (speaker, occassion, audience, purpose, subject, tone, and evidence to support essay prompts) while reading nonfiction pieces (CCR)
Tuesday
Students will read, annotate, SOAPSTonE the nonfiction reading "Lyndon Baines Johnson and the Great Society"
Students will take a multiple choice test on the "LBJ" reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Wednesday
Class will disucss the "LBJ" piece and the associated assignments that were completed on Tuesday
Thursday
Students will take notes on and review author's purpose (inform, entertain, and persuade)
Students will complete a set of assignments that require them to identify author's purpose
Friday
Students will meet for the first time with their book club members to discuss the expositons of their selected nonfiction readings. Today's meeting will focus on setting, imagery, tone, and mood in particular
Students will learn how to identify SOAPSTonE (speaker, occassion, audience, purpose, subject, tone, and evidence to support essay prompts) while reading nonfiction pieces (CCR)
Tuesday
Students will read, annotate, SOAPSTonE the nonfiction reading "Lyndon Baines Johnson and the Great Society"
Students will take a multiple choice test on the "LBJ" reading
Students will answer (with appropriate evidence and citation) a discussion question related to the reading
Wednesday
Class will disucss the "LBJ" piece and the associated assignments that were completed on Tuesday
Thursday
Students will take notes on and review author's purpose (inform, entertain, and persuade)
Students will complete a set of assignments that require them to identify author's purpose
Friday
Students will meet for the first time with their book club members to discuss the expositons of their selected nonfiction readings. Today's meeting will focus on setting, imagery, tone, and mood in particular
Week of September 24
Monday
Students will take a series of notes on Reading and Writing Essentials
Tuesday
Students will finish note taking
Wednesday-Friday
Students will NWEA test
Students will take a series of notes on Reading and Writing Essentials
Tuesday
Students will finish note taking
Wednesday-Friday
Students will NWEA test
Week of September 17
Monday
Class will be introduced to and discuss question stems and reading strategies
Tuesday
Class will be introduced to and review process of elimination(poe) strategies
Wednesday
Students will complete a series of sample reading tests (SAT format testing)
Thursday
Class will review the answers to yesterday's sample reading tests
Students will take a test on reading strategies/ test-taking tips/ process of elimination (POE)
Friday
1/2 Day
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Class will be introduced to and discuss question stems and reading strategies
Tuesday
Class will be introduced to and review process of elimination(poe) strategies
Wednesday
Students will complete a series of sample reading tests (SAT format testing)
Thursday
Class will review the answers to yesterday's sample reading tests
Students will take a test on reading strategies/ test-taking tips/ process of elimination (POE)
Friday
1/2 Day
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Week of September 10
Monday
Students will take a reading diagnostic pretest (comprehension and vocabulary skills)
Tuesday
Students will be introduced to and begin the WCS district fall writing assessment
Wednesday
Students will continue with the WCS district fall writing assessment
Thursday
Students will complete the WCS district fall writing assessment
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Students will take a reading diagnostic pretest (comprehension and vocabulary skills)
Tuesday
Students will be introduced to and begin the WCS district fall writing assessment
Wednesday
Students will continue with the WCS district fall writing assessment
Thursday
Students will complete the WCS district fall writing assessment
Friday
Students will participate in sustained silent reading of their independent reading selections.
Students will read to identify author's craft: syntax, diction, literary devices, tone, audience, narrative elements, implications, and attention grabbing devices
Week of September 3, 2018
Monday
No School - Labor Day
Tuesday - 1/2 Day
Class introduction and "How We Communicate" presentation
Wednesday
Discuss class expectations (syllabus will be distributed)
Form class groups
Thursday
Students will participate in a "Get to Know You" activity - students will write autobiographies
Students will introduce their classmates based on autobiographies written and discussed within groups
Friday
Class will continue with classmate introductions
Students will be given a "How Well You Listened" pop quiz
Students will read, annotate, and summarize the one-page reading "Reluctant Warrior"
No School - Labor Day
Tuesday - 1/2 Day
Class introduction and "How We Communicate" presentation
Wednesday
Discuss class expectations (syllabus will be distributed)
Form class groups
Thursday
Students will participate in a "Get to Know You" activity - students will write autobiographies
Students will introduce their classmates based on autobiographies written and discussed within groups
Friday
Class will continue with classmate introductions
Students will be given a "How Well You Listened" pop quiz
Students will read, annotate, and summarize the one-page reading "Reluctant Warrior"
