PLEASE REMEMBER 4 different classes on here Reading Week: 5 Aug 28-Sept 1 Monday 8/28/2017 Trifles quick recall from Thursday of last week. Students must identify parts from the foldable: Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Myth – a body of traditional or sacred stories to explain a belief or a natural happening Dialogue – the lines spoken between characters in fiction or a play. Dialogue in a play is the main way in which plot, character, and other elements are established. Stage directions – a playwright’s descriptive comments that provide information about the dialogue, setting, and actions during the play. Protagonist – a story’s main character Antagonist – a character who opposes the protagonist In commonlit.com in related media watch
Transcript
PLEASE REMEMBER 4 different classes on here
ReadingWeek: 5 Aug 28-Sept 1
Monday 8/28/2017
Trifles quick recall from Thursday of last week.Students must identify parts from the foldable:
Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay
Myth – a body of traditional or sacred stories to explain a belief or a natural happening
Dialogue – the lines spoken between characters in fiction or a play. Dialogue in a play is the main way in which plot, character, and other elements are established.
Stage directions – a playwright’s descriptive comments that provide information about the dialogue, setting, and actions during the play.
Protagonist – a story’s main character
Antagonist – a character who opposes the protagonist
In commonlit.com in related media watch
THINK PAIR SHARE time ↓↓↓
In this production of Glaspell's play, the director chooses to add a scene before the script of the play begins featuring an actor portraying Glaspell herself. Ask students to analyze not only the performance of the play, but also the director's creative choices. Do these changes add something to the original script? How do they help contribute to the play's overall theme?
Tuesday 8/29/2017
READ the play. Each student will be assigned a character. Discuss what we read. Give the gist and pictures of reading. Underline unknown words and replace with a synonym.
Wednesday 8/30/2017 STUDENT ½ DAY
Finish playing out the play and discussion. As a class, answer and discuss the questions. Have students cite the textual evidence. “R” are higher order thinking for the students.
RL.2 ↑↑↑
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Thursday-8/31/2017 Continue discussion and questions
RL.3 ↑↑↑
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
RL.1 ↑↑↑↑
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.5
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
RL.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
RL.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.3 ↑↑↑
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Friday-9/1/2017
Finish Trifles. If all finished have students finish answer questions on commonlit.com and work on Story of An Hour
Remind students---STORY OF AN HOUR HOMEWORK DUE NEXT WEEK WEDNESDAY:
Gist and picture for each paragraph Analyze the illustration or picture and writing what they see Underline unknown words and replace it with synonyms Highlight vocabulary given change with synonyms Text evidence-students must identify where they found the answer by underlining it then
placing the question number next to it After reading, determine what the reason for the title is We will highlight the first and last sentence of every paragraph
7th WritingWeek 5
Monday 8/28/17 – Measuring Up
Revise for Consistent Point of View Lesson 2
Together as a class, we will work on lesson 2 and do Think Pair Share and clock partners.
Tuesday 8/29/17- Revise for use of Simple, Compound, and Complex Sentences Lesson 3
But 1st students will take colorful notes in their ISN.
Trifoldable
Wednesday 8/30/17 STUDENT ½ DAY
Student will continue to work on Lesson 3
I will be working with struggling students in station 1 for a more one-to-one (small group) guided work. Other students will then break off into groups sharing each answer.
Thursday 8/31/17- we will complete lesson 3 together and see how everyone did. It will be analyzed and a ROUND ROBIN for each answer and justification to their choices. THEN play
PLEASE REFER TO LAST PAGE OF LESSON PLAN FOR REST OF THESE BULLSEYE game
Friday 9/1/17- LABDAY-Noredink.com
7th MathWEEK 5Monday Aug 285C pg 310 IXL J.1-J11, J13-J14-HomeworkAs a class, we will be discussing scale drawings. We will take notes in our ISN on example and watch the tutorial video provided by McGraw Hill.
If we have extra time we will work on IXL J.5 and J7 as a class and we will work on mini boards. Each student will work on mini boards while each team is working on problem.
Tuesday 8/29/17
IXL J13 and J14 as a class and we will work on mini boards. Each student will work on mini boards while each team is working on problem.
Wednesday 8/30/17---- ½ day for students
Pizzazz Book E pg E31
Thursday 8/31/2017
Continue from Wednesday and then work on ↓
Pizzazz Book E pg E34
And if time IXL
Friday -9/1/2017 Lab day
IXL J’s and L9-10
8th mathWEEK 5
Monday Aug 28
275-280 Guided practice group 280,
Student will write in there ISN examples of functions so they understand the different functions vocabulary: relation, function, domain, range, input, output and vertical line test. Student can determine whether a relation is a function by using ordered pairs, tables, maps, and graphs.
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Tuesday Aug 29 Independent practice in class 281 as recall then do THINK PAIR SHARE-1st 15m of class. Then move on to page 289 Linear Functions
1st start off with
Then in ISN take examples for the students to refer to. Pg 290
Anchor chart
Wednesday Aug 30 Student ½ day
Continue….
Once we are done discussing Functions as a class we will have guided practice pg 294. Then the students will attempt independent (thumb drive- bridge_to_algebra_pizzazz)-HOMEWORK
Thursday Sept 1
Functions IXL Z.1 & Alg Q.4 as a class with mini white boards. Each student will take a turn going up to the IWB and solving the problem. While the student is up there on the IWB others will be at their desk solving the problem on the mini white boards.
Friday Sept 2
LABDAY-Students are to work on their IXL. As the students are working on the IXL I will be walking around assisting them.
