Student Learning Objective: The student will be able to read Upton Sinclair’s The Jungle and utilize their critical analysis skills to understand character motivations, the author’s purpose and the time period that influenced the writer’s text. Students will also be able to make real-life connections between the early 1900s and present- day corruption in the United States.

• Research paper/ Documented Essay: Analytical Essay (Summative)
• Portfolio Reflection Assessment
• Peer Assessment
• Oral Assessment/ Discussion Participation
• Project-based Presentation/ Assessment
• Timed Writing Assessment
• Standardized Test Practice Assessment
• Analytical Reading Log/ Dialectical Journal
• Other:

By Week:

1. FSA Television Packet
2. Narrative Writing Peer Review Session
3. Playlist Presentations
4. Socratic Circle- The Jungle
5. Thank -You Letter
6. Vocabulary Charades Game
7. Metamorphosis Inspired Narrative
8. The Jungle  Role Sheets
9. The Jungle Booklet
10. Finalized Digital Portfolio

 see FSA Writing rubric

• Grammar Practice (No Red Ink Quizzes)
• Journal/ Writing Practice (Write Starts)
• Vocabulary Practice (Write Starts)
• Other:

Write Starts Vocab./ No Red Ink (NRI)

Week 31: Bellringer (Weekly Inspiration, lacerate, vociferous).  The Metamorphosis Narrative Assignment. Narrative Writing Notes/ Examples. No Red Ink Pronoun Antecedents Practice.  No Red Ink Restrictive & Nonrestrictive Clauses Quiz.

• READING TEST/ Reflections on Performance

Week 32: Bellringer (Weekly Inspiration, narrative w/ 20 previous BR words). No Red Ink Commas for Formatting Practice. Begin Upton Sinclair’s The Jungle. No Red Ink Pronoun Antecedents Quiz. 

Week 33: Bellringer (Weekly Inspiration, Political Leanings: If you were to vote for President this morning, who would you vote for? Why? Once you know who you’d vote for, write an argumentative paragraph convincing someone to also vote for your desired candidate. Utilize 5 of your previous vocabulary words). Upton Sinclair’s The Jungle. No Red Ink Commas for Clarity Practice.  .  No Red Ink Commas for Formatting Quiz.

Week 34: Bellringer (Weekly Inspiration: How would you change education so that school isn’t a lock as Suli stated in his video?, Positive Street Art: Write a reflective response on the Preceding Ted Talk. How can street art be better utilized here in South Florida?). Upton Sinclair’s The Jungle. No Red Ink Appositive Phrases Practice.  No Red Ink Commas for Clarity Quiz.

Week 35: Bellringer (Weekly Inspiration, Tolerance: Do you agree with Sarah’s approach to peace-keeping? Explain with evidence from the video). Upton Sinclair’s The Jungle. No Red Ink Capitalizing & Formatting Titles Practice.    

Week 36: Bellringer (Weekly Inspiration, The Power of Poetry: Write a five minute poem about how it feels to live within your own body. Are you comfortable? Let us into your world). Finish Upton Sinclair’s The Jungle. Thank- You Letter Assignment.

Week 37: Bellringer ( Weekly Inspiration, Kid President Pep Talk: Do you think Robby Novak’s advice is helpful? Why/ Why not? How can you incorporate Novak’s advice?). Upton Sinclair’s The Jungle– Final Project due May 26/27.   Work on Digital Portfolio (add certificates, final essays/ projects, etc.)

Week 38: May 30th= Memorial Day, Bellringer (Reflect on Yearly Goals, Ms. Ellis’ Yearly Survey). Class Celebrations (June 1/2). Finalize Digital Portfolios (add certificates, final essays/ projects, etc.)

Week 39: LAST WEEK OF SCHOOL.  Celebrate! Bellringer (Plan: How Can I Continue to Grow Intellectually Over the Summer?). Educational Film.

1. www.hmhfyi.com Extension activities

• HP Tablets
• One Drive
• One Note Class Notebook
• No Red Ink
• ThinkCERCA
• Padlet
• Kahoot!
• Word Processing
• PowerPoint
• Internet Resources
• Graphics/Charts
• Internet Research
• Web Cam
• Interactive whiteboard
• Class Dojo
• Remind
• Teacher Website
• Movie/ Film
• Other:

•  Extended time

•  Extended time

• Student choice
• Teacher modeling
• Cooperative learning
• Hands-on learning/ manipulatives utilized
• Small group
• Higher-ordering thinking skills
• Real-world connections
• Criteria charts created (student-driven; supports learning by defining and clarifying a task )
• Rubrics created (student-centered)
• Mentor texts
• Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)
• Research/research materials
• Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)
• Socratic Circle/ Seminar
• Other:

Reading Skills

• Annotation
• Paraphrase
• Summarize
• Chronology/ Timeline
• Literary Element Analysis
• Questioning
• Prediction
• TPCASTT
• SOAPSTONE
• Independent Reading
• Writing before and after reading
• Implementing pre, post, or during reading activities
• Teaching metacognitive strategies/reading strategies
• Classroom/Literacy library

Vocabulary Skill

• Greek/ Latin Roots
• Analogies
• Context Clues
• Synonyms/ Antonyms
• Prefixes/ Roots/ Suffixes
• Usage

Writing Skill

• Literary Analysis
• Pre-Writing
• Revision/ Peer Editing
• Reflection/ Self Analysis
• Informational/ Explanatory
• Persuasive/ Argumentative
• Narrative
• Writing workshop time
• Teaching grammar and mechanics in context
• Conferencing
• Other

 HW: See REMIND texts.