Quarter 1- English III Lesson Plan

October 5, 2015November 24, 2015Danielle Ellis Leave a comment

Teacher: Ms. Ellis Robert Morgan Educational Center

Grade Level & Subject:11th Grade/ English 3

Lesson and/or Unit: HMH Collection 1: Coming to America/ FSA Retake Prep

Amount of Time: 10 Weeks

LAFS:

LAFS.1112.L.1.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.1112.L.2.3.a	Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
LAFS.1112.L.3.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
LAFS.1112.L.3.4.a	Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.1112.L.3.4.c	Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
LAFS.1112.L.3.5.b	Analyze nuances in the meaning of words with similar denotations.
LAFS.1112.L.3.6	Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.1112.RI.1.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2	Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.1.3	Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
LAFS.1112.RI.2.4	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.5	Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
LAFS.1112.RI.2.6	Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.7	Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
LAFS.1112.RI.4.10	By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.1112.RL.1.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2	Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.2.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
LAFS.1112.RL.2.5	Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.1112.RL.3.7	Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
LAFS.1112.SL.1.1.a	Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.1112.SL.1.1.b	Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
LAFS.1112.SL.1.1.c	Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
LAFS.1112.SL.1.1.d	Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.W.1.1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.1.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
LAFS.1112.W.1.2.b	Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
LAFS.1112.W.1.3.c	Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
LAFS.1112.W.1.3.d	Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
LAFS.1112.W.2.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Student Learning Objective: The student will be able to write an argument about why people come to America or what significant changes occur when they do.

Objectives by Text: The student will be able to…

Of Plymouth Plantation- identify and analyze central ideas of a foundational text
“Coming of Age in the Dawnland”- determine the author’s purpose for writing
- NOTE: The Tempest moved to 2nd Quarter because of FSA Retake Prep
  - The Tempest- cite effective textual evidence to support an argument
  - The Tempest (film)- analyze an interpretation of a drama
  - The Tempest (images)- analyze an interpretation of a drama
“Blaxicans” – trace and evaluate an argument
“New Orleans”- determine a theme of the poem

Assessment For Learning (Summative or Formative):

Research paper/ Documented Essay: Argumentative 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: English 3 Reading/ Writing Baseline
2: Goal Setting Sheet
3: Summer Reading Assignments
4: Collaborative Pilgrim Project Presentations
5: Quiz- Comma Splices and Fused Sentences
6: HMH Common Core Writing Practice (Retakers)/ GOP Essay Research and Peer Editing
7: Timed Writing= District Fall Writing Interim (All students take it for writing practice)
8: FSA Retake Exam/ Final GOP Essay
9: Fragments #5 Quiz
10: ThinkCERCA Quarter 1 Average

Characteristics of the Exemplary Work Product/Lesson Outcome: see FSA Writing Rubric

Key/Essential Questions:

How has America always been a land shaped by immigrants?

Key/Academic Vocabulary: HMH Collections and Sadlier- Oxford Vocabulary Workshop

Weeks 1-6: adapt, coherent, device, displace, dynamic (frayer model)

Weeks 7-10: (S-O Unit 1) approbation, assuage, coalition, decadence, elicit, expostulate, hackneyed, hiatus, innuendo, intercede, jaded, lurid, meritorious, petulant, prerogative, provincial, simulate, transcend, umbrage, unctuous

Materials/Items Needed:

The 3 A.M. Epiphany by Brian Kiteley
HMH Collection 1 (digital or copies made by teacher)
Sadlier- Oxford Vocabulary Workshop Level F
HMH Common Core Writing 10-11th Grade
Grammar Bytes Handouts
- Comma Splices/ Fused Sentences
- Fragments
- Irregular Verbs
- Parallel Structure
- Misplaced and Dangling Modifiers
- Apostrophes
- Commas
- Pronoun Agreement
- Pronoun Case
- Pronoun Reference
- Subject- Verb Agreement
- Word Choice

Bellringer/Engage:

Grammar Practice: Parts of Speech review. (Put list on board: Noun, Verb, Pronoun, Adjective, Adverb, Preposition, Conjunction, Interjection, Article)
Reading Practice
Journal/ Writing Practice
Group Discussion
Vocabulary Practice
Other:

By Week:

Bellringer 1 Writing Assignment
Parts of Speech Review
The Day After Writing Assignment
Comma Splices and Fused Sentences Practice
Comma Splices and Fused Sentences Practice
Fragments Practice
Fragments Practice, Unit 1 vocab(S-O) pp.21-23
Unit 1 vocab pp. 24-25: Completing the Sentence, Unit 1 vocab p. 25: Synonyms and Antonyms
Unit 1 vocab. p.26: Choosing the Right Word, Unit 1 vocab p. 27: Vocabulary in Context
Imaginary Cities Writing Assignment p.221 (B.K.), Irregular Verbs #1, Irregular Verbs #3

Activities:

Week 1: Introduction, syllabus, Summer Reading projects due.

Week 2: Introduction to HMH Collection 1: Coming to America. Pilgrim Group Project.

Week 3: Khan Academy Sign-up, from Of Plymouth Plantation by William Bradford (Historical Account) ANCHOR TEXT & from The General History of Virginia by John Smith (Historical Account) CLOSE READER, Introduce argument essay.

Week 4: Review ThinkCERCA HW, Review Comma Splices and Fused Sentences Ex1, Begin DI on NRI for FSA Retakers, “Coming of Age in the Dawnland” by Charles Mann (Historical Writing)

Weeks 5-7: Group Rotations for FSA Retaker Prep

Review essay writing
See section below.

——————————————————————————————————————-

REVISED FOR FSA RETAKERS

(All lessons revised until Oct. 12)

ALL

-Comma Splice/ Fused Sentences #5 Quiz

-Review Writing Rubric

Retakers

-Unit 2 Informative Essay (teacher modeling)

-Unit 1 Argumentative Essay (teacher modeling)

-FSA Retaker Rotations w/ 11th Grade Teachers

Non-Retakers

-GOP Argumentative Essay (Collaborative Research, Essay writing, Peer Editing, Final Draft)

-Poetry Analysis (SOAPSTone)

“Immigrants in Our Own Land”- Baca http://www.poetryfoundation.org/poem/179708
“Song of Myself”- Whitman http://www.poetryfoundation.org/poem/174745
“The Dream”- Millay http://www.poets.org/poetsorg/poem/dream

——————————————————————————————————————-

Week 8: “Blaxicans’ and Other Reinvented Americans” by Richard Rodriguez (Argument) & “Mother Tongue” by Amy Tan (Essay) CLOSE READER

Week 9: “New Orleans” by Joy Harjo (poem) & “Indian Boy Love Song (#2)” by Sherman Alexie (poem) CLOSE READER

Week 10: No ThinkCERCA this week. Khan Academy Weekly Practice. Perpetual Return Writing Assignment. Spelling Quiz #3-4 Vocab. Unit 1. Irregular Verbs #2-3. Immigration Socratic Circle.Data Chats for Fall Writing Interim. PSAT THIS WEEK!

DI: HMH Close Reader: Collection 1/ Common Core Writing Review 10th Grade (Retakers)

from The General History of Virginia by John Smith
“Mother Tongue” by Amy Tan
“Indian Boy Love Song (#2)” by Sherman Alexie

Exit Slips:

Review EQ and Objectives

Differentiation Notes:

Technology Integration

Honors/ Students Who Passed the FSA:

New SAT Overview: https://www.khanacademy.org/test-prep/new-sat/new-sat-tips-planning/new-sat-about-sat/v/walk-through-sat-practice-platform
www.hmhfyi.com Extended Activities

No Red Ink
Khan Academy New SAT Prep
ThinkCERCA
Padlet
Kahoot!
Word Processing
PowerPoint
Internet Resources
Graphics/Charts
Internet Research
Web Cam
Interactive whiteboard
Class Dojo
Remind
Teacher Website
Movie/ Film
Other:

ESE (IEP/ 504)

Extended time

ELL

Extended time

Other: as stated in IEP or 504

Teacher Strategies – Best Practices

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

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 posts.

Week 1: Get all appropriate paperwork signed. Summer Reading projects are due on Thursday/ Friday.

Week 2: ThinkCERCA #1, Finish pilgrim project

Week 3: Khan Academy New SAT Reading Quiz #1 & 2, ThinkCERCA #2

Week 4: Khan Academy New SAT Writing/ Language Quiz #3 & #4, ThinkCERCA #3

Week 5: ThinkCERCA #4, NRI Practices/ Quizzes & FSA Practice Test, Khan Academy Weekly Practice

Week 6: ThinkCERCA #5, NRI Practices/ Quizzes, Khan Academy Weekly Practice

Week 7: ThinkCERCA #6, NRI Practices/ Quizzes, Khan Academy Weekly Practice

Week 8: ThinkCERCA #7

Week 9: ThinkCERCA #8

Week 10: ThinkCERCA #9

Quarter 1- English II Lesson Plan

October 5, 2015March 31, 2016Danielle Ellis Leave a comment

Teacher: Ms. Ellis Robert Morgan Educational Center

Grade Level & Subject: 10th Grade/ English 2

Lesson and/or Unit: HMH Collection 1: Ourselves and Others

Amount of Time: 11 Weeks

LAFS:

LAFS.910.L.2.3	Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
LAFS.910.L.3.4.a	Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.910.RL.1.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
LAFS.910.RL.1.3	Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
LAFS.910.RL.2.4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LAFS.910.RL.2.5	Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
LAFS.910.RL.2.6	Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
LAFS.910.SL.1.1.a	Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Learning Focus: Close Reading and evidence tracking through annotation.

Student Learning Objective: The student will be able to use digital technology to practice close reading and evidence tracking when analyzing multiple selections presented in diverse formats. The student will synthesize ideas about these analyses and will present their findings in a variety of products.

Objectives by Text: The student will be able to…

“What of This Goldfish, Would You Wish?”- analyze the impact of cultural background on point of view.
“The Wife’s Story”- analyze structures of a story and character development.
Court Opinion from Texas v. Johnson & “American Flag Stands for Tolerance”- analyze a Supreme Court decision, cite evidence used to make inferences in an editorial, and compare tone in two texts by analyzing the impact of word choice.
“My So-Called Enemy”– analyze how a director unfolds a series of ideas to advance a purpose and a point of view.
from The Universal Declaration of Human Rights– unpack the aspects of a seminal document and examine its meaning.
“The Lottery” – analyze a writer’s choice in terms of pacing, word choice, tone, and mood.
“Without Title”- support inferences about theme.

Assessment For Learning (Summative or Formative):

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:

English 2 Reading/ Writing Baseline
Summer Reading Assignments
Social Justice Manifesto Presentation
Frayer Model- Collection 1 Vocab
NRI Identifying Sentences and Fragments Quiz
NRI Components of a Sentence #1 Quiz
NRI Components of a Sentence #2 Quiz/ Fall Writing Interim
NRI Connecting Clauses with Colons and Semicolons Quiz
NRI Punctuating with conjunctions Quiz
NRI Parts of Speech #3 Quiz
ThinkCERCA Quarter 1 Average

Characteristics of the Exemplary Work Product/Lesson Outcome:

see FSA Writing rubric

Key/Essential Questions: What is the impact of cultural background and point of view?

Key/Academic Vocabulary: HMH Collection 1 & Write Starts

discriminate, diverse, inhibit, intervene, rational (frayer model)

(See weekly daily Starts Words)

Materials/Items Needed: HMH Collection 1 (digital or copies made by teacher), Write Starts Grade 10

Bellringer/Engage:

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

Write Starts Vocab./ No Red Ink (NRI)

Week 1: Acquiesce

Week 2: Banal, Chide/ NRI Diagnostic

Week 3: Dogmatic, Efface/ NRI Identifying Sentences and Fragments Practice

Week 4: (sign-up for HRW) Fastidious, Garner, Heresy/ NRI Iden. Sent. and Frag. Quiz, NRI Components of a Sentence #1 Practice

Week 5: Innocuous, Jettison, / NRI Components of a Sent. #1 Quiz, NRI Components of a Sent. #2 Practice

Week 6: Sagacious, Languid/ NRI Components of a Sent. #2 Quiz, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Mitigate, Novel, Orthodox, Parsimonious, Quail/ NRI Conn. Clauses w/ Colons & Semicolons Quiz, NRI punctuation w/ conjunctions practice

Week 8: Recalcitrant, Sonorous, Trenchant/ NRI punctuation w/ conjunctions quiz, NRI adjectives practice

Week 9: Umbrage, Volition, Waft/ NRI adjectives quiz, NRI Identifying Parts of Speech #3 practice

Week 10: Sanguine, Yammer, Zenith/ NRI Identifying Parts of Speech #3 quiz, NRI Commonly Confused Words #2 practice

Week 11: Abrogate, Belie, Capricious/ NRI Commonly Confused Words #2 Quiz, NRI Active and Passive Voice practice

Activities:

Week 1: Introduction, syllabus, tablets, Summer Reading projects due.

Week 2: Introduction to HMH Collection 1: Ourselves and Others. Group Manifesto Project/ presentations

Week 3: Finish group presentations. Teach NRI Sentences and Fragments. Sign up for Digital HRW textbook (my.hrw.com). “What of This Goldfish, Would You Wish?” by Etgar Keret, Introduce analysis essay (tablet distribution)

Week 4: Wrap up group presentations. Teach NRI Components of a Sentence #1. Review ThinkCERCA questions missed on HW. Interim Essay (District), “The Wife’s Story” by Ursula Le Guin, character development chart, Speaking Activity: discussion, Introduce parts of an essay/ types of essays (tablet distribution)

Week 5: Teach NRI Components of a Sentence #2. Review ThinkCERCA questions missed on HW. Court Opinion from Texas v. Johnson by William J. Brennan & “American Flag, Stands for Tolerance” by Ronald J. Allen, Writing activities: comparison, analysis, Teach introductory paragraphs

Week 6: Teach NRI Connecting Clauses w/ Colons & Semicolons. Review ThinkCERCA questions missed on HW. “My So-Called Enemy” Directed by Lisa Gossels, Speaking activity: argument, Teach body paragraphs

Week 7: Teach NRI punctuation w/ conjunctions. Review ThinkCERCA questions missed on HW. from The Universal Declaration of Human Rights by UN Commission on Human Rights, Teach conclusions

Week 8: Teach NRI adjectives. Review ThinkCERCA questions missed on HW. “The Lottery” by Shirley Jackson, Writing activity: letter, Examine analysis essays

Week 9: Teach NRI Identifying Parts of Speech #3. Review ThinkCERCA questions missed on HW.”Without Title” by Diane Glancy and The Story of Us: American Buffalo (HISTORY video), Speaking activity: Oral Narrative, Synthesize articles read 1st quarter

Week 10: Teach NRI Commonly Confused Words #2. Review ThinkCERCA questions missed on HW.Write drafts 1-2 of analysis essay

Week 11: Teach NRI Active and Passive Voice. Review ThinkCERCA questions missed on HW.Teacher- student writing conferences. Peer review/ final editing of analysis essay. Analytic essay due.

DI: HMH Close Reader: Collection 1

“The Wife’s Story” by Ursula K. Le Guin
from The Universal Declaration of Human Rights by UN Commission on Human Rights
from Towards a True Refuge by Aung San Suu Kyi
Student- Teacher Writing Conferences

Exit Slips:

Review daily EQ and objective

Differentiation Notes:

Technology Integration

Honors

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:

ESE (IEP/ 504)

Extended time

ELL

Extended time

Other: Specified in IEP or 504 plan.

Teacher Strategies – Best Practices

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.

Week 1: Get all appropriate paperwork signed. Summer Reading projects are due on Thursday/ Friday.

Week 2: Daily Voice Journal entries, ThinkCERCA #1, No Red Ink Diagnostic Assessment, Bring mobile device agreement, and technology fee.

Week 3: Daily Voice Journal entries, ThinkCERCA #2, No Red Ink Sentences and Fragment Practice Exercises

Week 4: Daily Voice Journal entries, ThinkCERCA #3, NRI Components of a Sentence #1 Practice

Week 5: Daily Voice Journal entries, ThinkCERCA #4, NRI Components of a Sent. #2 Practice

Week 6: Daily Voice Journal entries, ThinkCERCA #5, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Daily Voice Journal entries, ThinkCERCA #6, NRI punctuation w/ conjunctions practice

Week 8: Daily Voice Journal entries, ThinkCERCA #7, NRI adjectives practice

Week 9: Daily Voice Journal entries, ThinkCERCA #8, NRI Identifying Parts of Speech #3 practice

Week 10: Daily Voice Journal entries, ThinkCERCA #9, NRI Commonly Confused Words #2 practice

Week 11: Daily Voice Journal entries, ThinkCERCA #10, NRI Active and Passive Voice practice

Helpful Websites

August 21, 2014April 16, 2017Danielle Ellis Leave a comment

There are so many sites out there and so little time to look through them all. I have often found a site in the middle of lesson planning only to lose it by accidentally hitting the infamous “X” in the top right hand corner. You’re probably familiar with what happens next. That brilliant idea, that phenomenal resource is gone to the internet gods.

In order to avoid that frustrating experience, I am creating a list of helpful websites for teachers. If you have any suggestions, please mention them in the comment section and I will add them.

Finding/ Sharing Lesson Plans

New Florida State Standards and Resources