Winter Break

No School--Winter Break!

(Class will resume January 3rd, 2013)

Winter Break 1/2 Day

No Classes--Activities Planned.

Semester 1 Test

Objective: SWBAT demonstrate their comprehension on an assessment.

• I can demonstrate comprehension on an assessment.
• I can reflect on my performance.
• I can identify plot.
• I can differentiate between stages of plot.
• I can explain the stages of plot.
• I can identify conflict.
• I can differentiate between types of conflict.
• I can explain conflict.
• I can identify the protagonist(s).
• I can identify the antagonist(s).
• I can differentiate between protagonists and antagonists.
• I can identify mood.
• I can identify mood words.
• I can identify tone.
• I can differentiate between mood and tone.
• I can analyze a text for theme.
• I can identify the topic of a text.
• I can place events in chronological order.
• I can identify elements of Gothic Literature.
• I can identify melodrama.
• I can identify parody.
• I can identify irony.
• I can make logical predictions.
• I can differentiate between types of irony.
• I can prepare for an assessment.

IPI: 3

Writing Response (Reflect):
How did you do in preparing for the quiz? What could you have improved on during this semester?  What will you change next quarter?

To Do:
1) Independent Reading
2) Reading Journal
3) Whole-Class Assessment (Semester 1)

Semester 1 Test Preparation

Objective: SWBAT -

1. demonstrate comprehension of concepts.
2. demonstrate study skills.

• I can demonstrate comprehension of concepts.
• I can demonstrate study skills.
• I can listen for information.
• I can demonstrate teamwork.

IPI: 3, 4

Writing Response:
Of the concepts covered this year, explain what you think was the most difficult?  What do you think was the easiest?

To Do:
1) Independent Reading
2) Reading Journal
3) Semester 1 Test Review
4) Whole-Class Notes & Participation

Library Check-Out

Objective: SWBAT read grade-level text.

• I can read grade level text.
• I can reflect on previous work.
• I can speak clearly.
• I can enunciate.
• I can use appropriate and effective body language.
• I can prepare for a presentation.

IPI: 3, 4, 5

Writing Response (Reflect):
How did you do on your book report project?  What did you do well?  What could you have improved on?

To Do:
1) Finish Presentations (if needed)
2) Discuss Expectations
3) Go to Library
4) Independent Reading

Book Report Project Presentations

Objective: SWBAT present relevant and specific information.

• I can present relevant and specific information.
• I can enunciate my words.
• I can speak clearly.
• I can project my voice.
• I can use appropriate and effective body language.
• I can prepare for my presentation.

IPI: 3, 4, 5

Writing Response:
Have your book report projects ready to present.

To Do:
1) Independent Reading
2) Reading Journal
3) Present Book Report Projects

• 3-Scene Shoebox
• Detailed Description of Each Scene

Universal Theme in "The Old Grandfather and His Little Grandson" and "The Wise Old Woman," Pt. 2

Objective: SWBAT -

1. identify theme in a text.
2. use a graphic organizer.

• I can identify theme in a text.
• I can use a T-Chart.
• I can read grade-level text.

IPI: 3, 4

Writing Response (Copy This):
Many societies that have never interacted have stories with similar plots, scenarios, and universal themes.  This shows that no matter how different people are, they share basic experiences, concerns, and values.

*Discuss "The Hero with a Thousand Faces"

To Do:
1) Independent Reading
2) Reading Journal
3) Continue Small Group Readings of "The Wise Old Woman" (Pg. 466)

• Finish the Theme Comparison T-Chart
• Answer the Universal Theme Questions

Book Report Projects are Due Tomorrow!

Universal Theme in "The Old Grandfather and His Little Grandson" and "The Wise Old Woman," Pt. 1

Objective: SWBAT -

1. identify theme in a text.
2. use a graphic organizer.

• I can identify theme in a text.
• I can use a T-Chart.
• I can read grade-level text.
• I can make predictions before reading.

IPI: 3, 4

Writing Response:
What was the theme of the "Old Grandfather and His Little Grandson"? What do you think "The Wise Old Woman" will have in common with that story?  What will be different.

To Do:
1) Independent Reading
2) Reading Journal
3) Whole-Class & Small Group Reading of "The Wise Old Woman" (Pg. 466)

• Ubasute "The Old Woman Abandoning Mountain" Historical Background Information
• Create a T-Chart Comparing Theme
• Answer Universal Theme Questions

Inferences, Symbolism, & Theme in "Gil's Furniture Bought and Sold," Pt. 2

Objective: SWBAT -

1. make inferences in a text.
2. identify symbolism in a text.
3. identify theme in a text.

• I can make inferences in a text.
• I can identify symbolism in a text.
• I can identify theme in a text.
• I can read grade-level text.

IPI: 3, 4

Writing Response:
Which of the following is a universal theme?

• Good deeds are rewarded.
• Farming is a hard work.
• Leo Tolstoy wrote great novels.

To Do:
1) Independent Reading
2) Reading Journal
3) Finish "Gil's Furniture Bought and Sold" (Pg. 450, 1-3 & 5-8)
4) Background Information of "The Old Man and His Little Grandson" (Pg. 464)

Inferences, Symbolism, & Theme in "Gil's Furniture Bought & Sold," Pt. 1

Objective: SWBAT -

1. make inferences.
2. identify symbols in a text.
3. identify theme in a text.

• I can make inferences in a text.
• I can identify symbols in a text.
• I can identify theme in a text.
• I can read grade-level text.

IPI: 3, 4

Writing Response:
What do you think the most important life lesson is you've learned and why?  How will learning this be helpful to you?

To Do:
1) Independent Reading
2) Reading Journal
3) Theme and Symbol in The Contender [excerpt]

• Guided Practice

4) Background Information for The House on Mango Street
5) Small Group Reading of "Gil's Furniture Bought and Sold" (Pg. 450)

• Theme & Symbol Questions (Pg. 450, 1-3 & 5-8)

"The Great Rat Hunt" Quiz / Theme & Symbol

Objective: SWBAT -

1. make inferences in a text.
2. identify symbols in a text.
3. analyze theme in a text.

• I can make inferences in a text.
• I can identify symbols in a text.
• I can analyze theme in a text.
• I can read grade-level text.

IPI: 3, 4

Writing Response:
What do you think of when you hear something described as a priceless possession?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish Chronology Chart
4) "The Great Rat Hunt" Quiz
5) Discuss Theme & Symbol (Pg. 442)

Chronology & Theme in "The Great Rat Hunt," Pt. 3

Objective: SWBAT -

1. make personal connections to a text.
2. identify cause and effect relationships.

• I can make personal connections to a text.
• I can identify cause and effect relationships.
• I can use a graphic organizer.
• I can read grade-level text.

IPI: 3, 4

Writing Response:
What characteristics or traits did the Chinese forming Chinatowns in the late 1800s value?

To Do:
1) Independent Reading
2) Reading Journal
3) Continue Reading "The Great Rat Hunt" (Pg. 120)
4) Chronology Chart & Conflict Questions

Chronology & Theme in "The Great Rat Hunt," Pt. 2

Objective: SWBAT -

1. make personal connections to a text.
2. make real-world connections to a text.
3. identify cause and effect relationships.

• I can read a grade-level text.
• I can make personal connections to a text.
• I can make real-world connections to a text.
• I can identify cause and effect relationships.

IPI: 3, 4

Writing Response:
Which of the following words show chronological order?
Amir came to America when he was ten.  While living in Chicago, he learned English and made many new friends.  During his senior year, he developed a love for food.  He is now a chef in a five-star restaurant.

To Do:
1) Independent Reading
2) Reading Journal
3) Background Information: Chinese Immigration & Chinatown
4) Begin Reading "The Great Rat Hunt" (Pg. 120)

Chronology & Theme in "The Great Rat Hunt," Pt. 1

Objective: SWBAT -

1. identify unknown words using context clues.
2. listen for information.

• I can identify unknown words using context clues.
• I can listen for information.
• I can read grade-level text with purpose.
• I can use pre-reading strategies to aid comprehension.

IPI: 3, 4

Writing Response:
In chronological order, tell me what you've done so far today or on Thanksgiving using at least three details.

To Do:
1) Independent Reading
2) Reading Journal
3) Present New Book Report Project--3 Scene Diorama (Due Thursday, December 13th, 2012)
4) "The Great Rat Hunt" Pre-Reading Vocabulary (Pg. 119)

Library Check-Out

Objective: SWBAT read grade-level text.

• I can read grade-level text.
• I can manage time effectively.
• I can use pre-reading strategies.

IPI: 3

Writing Response:
Do you think great people in history would still be famous or held in such high regard had they been born in another time period? Provide an example of a famous person, and describe what character qualities or traits make them memorable.

To Do:
1) Turn in Bell-Ringers (11/26-11/30)
2) Discuss Expectations
3) Go to Library

• Check-out a Non-Fiction Book
• Read Independently

"The Gift of the Magi" Quiz

Objective: SWBAT demonstrate comprehension on an assessment.

• I can explain irony on an assessment.
• I can explain theme on an assessment.
• I can identify irony on an assessment.
• I can identify theme on an assessment.
• I can read grade-level text.

IPI: 3, 4

Writing Response:
Describe Jim. What is he like? Is he rich or poor? How do you know?

To Do:
1) Independent Reading
2) Reading Journal
3) "The Gift of the Magi" Irony & Theme Quiz

Irony & Theme in "The Gift of the Magi," Pt. 3

Objective: SWBAT -

1. identify irony in a text.
2. analyze theme in a text.

• I can identify irony in a text.
• I can differentiate between types of irony.
• I can analyze theme in a text.
• I can identify the topic of a text.
• I can read grade-level text.
• I can use inferences.

IPI: 3, 4

Writing Response:
What is the key way to tell the difference between topic and theme?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish Reading "The Gift of the Magi" H.O.
4) Complete Discussion Questions
5) Answer Follow-up Irony and Theme Questions

Irony & Theme in "The Gift of the Magi," Pt. 2

Objective: SWBAT -

1. differentiate between types of irony.
2. identify irony in a text.
3. analyze a text for theme.

• I can differentiate between types of irony.
• I can identify irony in a text.
• I can analyze a text for theme.
• I can read grade-level text.

IPI: 3, 4

Writing Response:
What are the three types of irony?

To Do:
1) Independent Reading
2) Reading Journal
3) Begin Reading "The Gift of the Magi" H.O.
4) Answer Discussion Questions

Irony & Theme in "The Gift of the Magi," Pt. 1

Objective: SWBAT -

1. explain irony.
2. identify irony in a text.

• I can explain irony.
• I can identify irony in a text.
• I can read grade-level text.
• I can listen for information.

IPI: 3, 4

Writing Response:
What do you think of when someone says that something is ironic?  Possibly give an example.

To Do:
1) Independent Reading
2) Reading Journal
3) Irony & Theme Presentation

Thanksgiving Break

Thanksgiving Break--No School!

(School will resume on November 26th)

Parody in "The Secret Life of Walter Mitty," Pt. 3

Objective: SWBAT -

1. identify parody in a work.
2. explain parody.

• I can identify parody in a work.
• I can explain parody.
• I can compose a text with relevant and specific details.
• I can analyze a work for parody.

IPI: 3, 4, 5

Writing Response:
What are the biggest differences between the two versions of "The Secret Life of Walter Mitty"?

To Do:
1) Continue Watching The Secret Life of Walter Mitty (1947)

• Modified Venn Diagram
• Parody Notes

2) Stop 15 minutes before class ends

• 3-Paragraph Parody Explanation Essay

Parody in "The Secret Life of Walter Mitty," Pt. 2

Objective: SWBAT -

1. identify parody in a work.
2. explain parody.

• I can identify parody in a work.
• I can explain parody.
• I can read-grade level text.
• I can summarize a text.

IPI: 3, 4

Writing Response:
Why do you think Walter Mitty daydreams so often?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish Reading Aloud "The Secret Life of Walter Mitty"

• Modified Venn Diagram
• Discussion Questions

4) Explain Parody Writing Project (Due Tuesday)
5) Begin Viewing The Secret Life of Walter Mitty (1947)

• Continue adding information to the Modified Venn Diagram
• Take notes on parodies

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) In 3-5 sentences, describe what has happened so far in your novel. Provide details.

Parody Composition/Library Check-Out

Objective: SWBAT -

1. read grade-level text.
2. compose a parody.

• I can read grade-level text.
• I can compose a parody.
• I can use pre-reading strategies to select a book for enjoyment.

IPI: 3, 4, 5

Writing Response: 

Compose a short parody about one of the following characters: a spy, a Casanova, or a surfer.

To Do:

1) Compose a Short Parody (5 minutes)

2) Turn in Bell-Ringers (11/12-11/16)

3) Discuss Library Expectations

• Behavior
• Non-Fiction

4) Library Check-Out

5) Independent Reading

Parody in "The Secret Life of Walter Mitty," Pt. 1

Objective: SWBAT -

1. identify parody in a text.
2. explain parody.

• I can identify parody in a text.
• I can explain parody.
• I can read grade-level text.
• I can listen for information.
• I can use a graphic organizer.
• I can compare/contrast.
• I can make personal connections to a text.

IPI: 3, 4

Writing Response: 
What is parody?  How is it different from stereotypes?

To Do:
1) Turn in Soap Carving Book Report Project
2) Independent Reading
3) Reading Journal
4) Read aloud "The Secret Life of Walter Mitty"

• Modified Venn Diagram
• Close Read Questions

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) What did you specifically like or dislike about your novel?  What are some changes you would've made had you had the opportunity?

Parody Presentation

Objective: SWBAT explain parody.

• I can identify parody.
• I can differentiate between parodies and stereotypes.
• I can read grade-level text.
• I can identify imagery.

IPI: 3, 4

To Do:
1) Independent Reading
2) Reading Journal
3) Parody Presentation
4) Watch Parody Example: The Great Dictator [excerpt]

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) Provide an example of effective imagery from your story (sight, sound, smell, taste, or touch).

"The Treasure of Lemon Brown" Quiz

Objective: SWBAT demonstrate comprehension.

• I can demonstrate comprehension.
• I can identify elements of characterization.
• I can identify elements of perspective.
• I can differentiate between types of perspective.
• I can differentiate between types of characterization.
• I can record specific and relevant details.
• I can demonstrate comprehension of previously taught concepts.
• I can read grade-level text.
• I can identify elements of mood.

IPI: 3, 4

Writing Response:
What does the following passage tell you about the person speaking? "If the peasants have no bread, let them eat cake.

To Do:
1) Independent Reading
2) Reading Journal
3) Finish "The Treasure of Lemon Brown" (if needed)
4) "The Treasure of Lemon Brown" Quiz

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) What is the mood of your story?  Copy some key words that help convey this feeling?

Character & Perspective in "The Treasure of Lemon Brown," Pt. 3

Objective: SWBAT -

1. identify characterizations.
2. identify perspective.

• I can identify characterizations.
• I can identify perspective.
• I can differentiate between types of perspective.
• I can differentiate between types of characterization.
• I can record specific and relevant details.
• I can read grade-level text.
• I can identify stages of plot.
• I can differentiate between stages of plot.

IPI: 3, 4

Writing Response:
What was the Harlem Renaissance?

To Do:
1) Independent Reading
2) Reading Journal
3) Small Group Reading of "The Treasure of Lemon Brown"

• P.O.V. Identification
• Characterization Examples (x5)
• Quote from the text
• Explain how the quote displays characterization

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) What stage of plot is your story set in?  How can you tell by what's going on?

Characterization & Perspective in "The Treasure of Lemon Brown," Pt. 2

Objective: SWBAT -

1. identify character in a text.
2. identify perspective in a text.

• I can identify character in a text.
• I can differentiate between types of characterization in a text.
• I can identify perspective in a text.
• I can differentiate between types of perspective in a text.
• I can make personal connections to a text.

IPI: 3, 4

Writing Response:
What is something you cherish?

To Do:
1) Independent Reading
2) Reading Journal
3) Harlem Renaissance Background Information

• The Harlem Renaissance via History
• Billie Holiday's "Strange Fruit"

4) Begin "The Treasure of Lemon Brown" (pg. 170)

• Identify P.O.V.
• Characterization Examples (x5)

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) What point of view is your story written in?  How can you tell?

Characterization & Perspective in "The Treasure of Lemon Brown," Pt. 1

Objective: SWBAT apply pre-reading strategies to aid in comprehension while reading.

• I can identify characters in a text.
• I can listen for information.
• I can read grade-level text.
• I can differentiate between types of characterization.
• I can apply pre-reading strategies.

IPI: 3, 4

Writing Response: 
What are different ways characterization can be used?

To Do:
1) Independent Reading
2) Reading Journal
3) Review P.O.V., Characterization, & Motivation
4) Pre-reading Vocabulary (Pg. 169, 1-8)

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) Provide an example of characterization in your story?  How do you find out about them?

Characterization & Perspective

Objective: SWBAT -

1. identify character in a text.
2. identify perspective in a text.

• I can identify character in a text.
• I can identify perspective in a text.
• I can listen for information.
• I can read grade-level text.
• I can differentiate between types of characterization.
• I can differentiate between types of perspective

IPI: 3, 4

Writing Response:
How could the perspective a story is told from affect the story?

To Do:
1) Independent Reading
2) Reading Journal
3) Whole Group Reading "Characterization" & "Motivation" (Pgs. 162 & 164)
4) Collaborative Small Group Learning Close Read Questions (Pgs. 163 & 165)

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) What type of conflict is present in your novel?  What problem has the protagonist had to face? 

"The Hitchhiker" Analysis & Comparison, Pt. 2

Objective: SWBAT make a critical evaluation of a work.

• I can listen and watch for information.
• I can make a critical evaluation of a work.
• I can use a graphic organizer.

IPI: 3

Writing Response: 
What were the biggest differences you noticed from the film yesterday?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish watching The Twilight Zone episode "The Hitch-hiker"

• Venn Diagram
• Follow-up Questions

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) Who is the antagonist of your novel?  How is it evident that the antagonist is against the protagonist? What does he/she/it/they do?

Soap Carving Book Report Project/"The Hitchhiker" Analysis & Comparison, Pt. 1

Objective: SWBAT compare and contrast different works.

• I can listen for information.
• I can read grade-level instructional text.
• I can use a graphic organizer.
• I can organize information.
• I can compare and contrast different works.

IPI: 3, 4

Writing Response: What do you remember about the protagonist of "The Hitchhiker"?  Please describe the character, the character's actions, etc.

• This will be used to show the first contrast on the Venn Diagram for the radio play/episode comparison

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss the Soap Carving Book Report Project

• Handout Provided
• Examples Shown

4) Begin watching The Twilight Zone episode "The Hitchhiker"
5) Compare and contrast the episode to the radio play using a Venn Diagram

Reading Journal:
1) Title and Author
2) Pg. # Start - Pg. # End
3) Summarize what is currently happening in your novel in 3-5 sentences.

Library Check-Out: Fiction

Objective: SWBAT read grade-level text.
I can read grade-level text.
I can apply pre-reading strategies to determine interest in a text.
I can differentiate between fiction and non-fiction works.

IPI: 3, 6

Writing Response: What types of stories do you usually enjoy (action, adventure, horror, romance, etc.)?

To Do:
1) Finish ABC Book Report Presentations (Make-Up Day)
2) Go to library to check-out reading books

• fiction
• 150 pg. (minimum)

3) Independent Reading

Imagery & Foreshadowing in "The Hitchhiker," Pt. 3

Objective: SWBAT analyze a text for foreshadowing.

• I can read grade-level text.
• I can listen for information.
• I can analyze a text for foreshadowing.

IPI: 3, 4

Writing Response (Review): What has happened so far in "The Hitchhiker"?  What do you think will happen next?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish reading "The Hitchhiker"

• Foreshadowing Guided Reading Questions

Reading Journal:
1) Author & Title
2) Pg. # Start - Pg. # End
3) Draw the protagonist of your novel based of the description provided of him/her/it.

Halloween

Half-Day (Halloween)

School-Wide Activities Planned

Imagery & Foreshadowing in "The Hitchhiker," Pt. 2

Objective: SWBAT analyze a text for foreshadowing.

• I can read grade-level text.
• I can listen for information.
• I can analyze a text for foreshadowing.

IPI: 3, 4

Writing Response: Name one of the three (3) types of foreshadowing and describe it.

To Do:
1) Independent Reading
2) Reading Journal
3) Begin reading aloud "The Hitchhiker" (radio play)

• Answer Foreshadowing Guided Reading Questions while reading

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) Copy a brief passage from your novel that is a good example of imagery.  Discuss what senses the passage use.

Imagery & Foreshadowing in "The Hitchhiker," Pt. 1

Objective: SWBAT -

1. identify imagery examples.
2. analyze a text for foreshadowing.

• I can identify imagery examples.
• I can list the five senses.
• I can identify sensory details.
• I can analyze a text for foreshadowing.

IPI: 4

Writing Response: What are the five (5) senses?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss imagery, imagery in "The Monkey's Paw", & foreshadowing
4) Assign roles for "The Hitchhiker" (radio play)

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) Explain what is currently happening in your novel and make a prediction about what you think will logically happen next?

Mood in "The Monkey's Paw," Pt. 3/"The Monkey's Paw" Quiz

Objective: SWBAT analyze a text for mood.

• I can analyze a text for mood.
• I can read grade-level text for entertainment.
• I can read grade-level text with purpose.
• I can read grade-level text.

IPI: 4

Writing Response:
Why do you think the author of "The Monkey's Paw" chose a monkey's paw instead of another animal?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish "The Monkey's Paw" & Mood Questions
4) "The Monkey's Paw" Quiz (if time permits)

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) What is the mood of your story?  Copy an excerpt from your text and explain how it shows the mood you described.

Mood in "The Monkey's Paw," Pt. 2

Objective: SWBAT analyze a text for mood.

• I can analyze a text for mood.
• I can read grade-level text for entertainment.
• I can read grade-level text with purpose.

IPI: 4

Writing Response:

1) Are you superstitious about anything?  What are some common superstitions?

2) How could your three (3) wishes from yesterday backfire?

To Do:

1) Independent Reading

2) Reading Journal

3) Discuss Superstition (in the real-world and in "The Monkey's Paw")

4) Continue reading in small groups "The Monkey's Paw"

5) Answer Mood Questions

"The Raven" Quiz/Mood in "The Monkey's Paw," Pt. 1

Objective: SWBAT -

1. demonstrate comprehension of reading material.
2. apply pre-reading strategies to aid comprehension while reading.

• I can demonstrate comprehension of reading material.
• I can apply pre-reading strategies.
• I can use context clues to find the meaning of unknown words.

IPI: 4

Writing Response:
If you could make three (3) wishes, what would they be and why?

To Do:
1) Independent Reading
2) Reading Journal
3) "The Raven" Quiz
4) "The Monkey's Paw" Pre-Reading Vocabulary Activity

Reading Journal:
1) Title & Author
2) Pg. # Start - Pg. # End
3) Who is the protagonist of your novel?  Please describe him/her/it in 3-5 sentences.

Mood and Tone in "The Raven," Pt. 3

Objective: SWBAT analyze a text for elements of mood and tone.

• I can analyze a text for mood.
• I can analyze a text for tone.
• I can differentiate between mood and tone.
• I can identify mood words.
• I can identify the genre of a text.

IPI: 4

Writing Response:
Look at the word mood. What does it make you think of when you hear it?

To Do:
1) Independent Reading
2) Reading Journal
3) Watch, Read, and Listen to "The Raven"

• Christopher Walken's reading of "The Raven"
• The Simpson's Treehouse of Horror "The Raven" [clip]
• "The Raven" poem handout

4) "The Raven" Mood Compare/Contrast Questions

Reading Journal:
1) Title and Author
2) Pg. # Start - Pg. # End
3) Recall a moment from your novel?  What mood was supposed to be conveyed/felt by the audience?

ABC Book Report Presentations

Objective: SWBAT present information with specific details.

• I can present information with specific details to my peers.
• I can speak clearly.
• I can use appropriate body language.
• I can speak loud enough for the whole class to hear.
• I can enunciate.

IPI: 5

Writing Response:
What five (5) words from your ABC Book Report Project do you think stuck out more than the rest/which were the most important?  Why do you think this?

To Do:
1) Independent Reading
2) Reading Journal
3) Book Report Presentations (Whole-Class)

Parent/Teacher Conferences

Parent/Teacher Conferences--No School!

ABC Book Report Preparation, Pt. 3/Library Check-Out: Fiction

Objective: SWBAT compose a text with relevant and specific details.

• I can compose a text (write) using relevant (important) and specific details.
• I can manage time.
• I can publish/produce an error-free document.

Writing Response: N/A

To Do:
1) Meet in computer lab
2) Finish typing the ABC Book Report

• This includes a cover page
• 1 word for each letter of the alphabet
• the word should be important to the story in some way
• 3-5 sentence description for each word
• each word needs to be presented in alphabetical order

3) Print and turn in the ABC Book Report (present information Monday, October 23rd)
4) Go to library
5) Check out a grade-level appropriate fiction book

ABC Book Report Preparation, Pt. 2

Objective: SWBAT compose a text with relevant and specific details.

• I can compose a text (write) using relevant (important) and specific details.
• I can manage time.
• I can publish/produce an error-free document.

Writing Response: N/A

To Do:
1) Meet in computer lab
2) Finish typing the ABC Book Report

• This includes a cover page
• 1 word for each letter of the alphabet
• the word should be important to the story in some way
• 3-5 sentence description for each word
• each word needs to be presented in alphabetical order

Mood and Tone in "The Raven," Pt. 2

Objective: SWBAT analyze a text for elements of mood and tone.

• I can analyze a text for mood.
• I can analyze a text for tone.
• I can identify mood words.
• I can identify the genre of a work.
• I can identify elements of Gothic literature.

Writing Response:
What is the difference between mood and tone?

To Do:
1) Independent Reading
2) Reading Journal
3) Continue to read "The Raven" in small groups

• identify 10 tone words
• explain how the words affect the tone

Reading Journal:
1) Title and Author
2) Pg. # Start - Pg. # End
3) Add details to your ABC Book Report Project

Mood and Tone in "The Raven," Pt. 1

Objective: SWBAT analyze a text for elements of mood and tone.

• I can analyze a text for mood.
• I can analyze a text for tone.
• I can identify mood words.
• I can identify the genre of a work.
• I can identify elements of Gothic literature.

Writing Response:
What is the difference between mood and tone?

To Do:
1) Independent Reading
2) Reading Journal
3) Mood and Tone Review
4) Word Choice and Feeling Whole-Group Activity
5) Read "The Raven" in small groups

• identify 10 tone words
• explain how the words affect the tone

Reading Journal:
1) Title and Author
2) Pg. # Start - Pg. # End
3) Add details to your ABC Book Report Project

Reminders: 

• Remaining 13 ABC Book Report words (26 total) due Wednesday, October 16th, 2012
• ABC Book Report Project due Thursday, October 18th, 2012

ABC Book Report Preparation, Pt. 1

Objective: SWBAT compose a text with relevant and specific details.

• I can create a visual representation.
• I can compose a text with relevant and specific details.
• I can read grade-level text.

Writing Response: Name a contemporary example of Gothic literature.

To Do:
1) Independent Reading
2) Reading Journal
3) Students will be taken to the computer lab to begin typing their ABC Book Report (due October 18th)
    - We will return on October 17th

Reading Journal:
1) Title and Author
2) Pg. Start - Pg. End
3) Quote from your text a passage that shows how we find out about your protagonist.  This can be through his/her actions, dialogue, what other people say about him/her, etc.  Then explain what this tells about him/her.

Gothic Literature "The Bells"

Objective: SWBAT analyze a text for elements of Gothic literature.

• I can analyze a text for elements of Gothic literature.
• I can read grade-level text.
• I can listen for information.

Writing Response: Name three (3) characteristics of Gothic literature.

To Do:
1) Independent Reading
2) Reading Journal
3) Read aloud "The Bells"
4) Students will break into small groups and will answer a list of questions provided via handout
5) After students are finished, the whole class will discuss their answers and will make connections from this work to Gothic literature

Reading Journal:
1) Title and Author
2) Pg. Start - Pg. End
3) What is a conflict the main character faces in your story?  What type of conflict is it?  Internal vs. external?  Character vs. _________ ?

Melodrama, Mood, & Tone

Objective: SWBAT analyze a work for mood and tone.

• I can analyze a work for mood.
• I can analyze a work for tone.
• I can differentiate between mood and tone.
• I can identify melodrama.
• I can read grade-level text.

Writing Response: How did you feel while you read "The Tell-Tale Heart"?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss Melodrama and give a short presentation over Mood and Tone
4) Watch "The Tell-Tale Heart" short film
5) Students will answer the following questions as they watch the film:

• Identify examples of melodrama in the work
• What is the mood present in the work?
• What is the tone of the work?  How does the narrator/director treat it?

"The Tell-Tale Heart" Comprehension Quiz

Objective: SWBAT demonstrate comprehension

• I can demonstrate comprehension of concepts previously taught.
• I can demonstrate comprehension of material previously covered.

Writing Response: What does the old man's eye represent to the narrator?

To Do:
1) Independent Reading
2) Reading Journal
3) "The Tell-Tale Heart" Comprehension Quiz
4) Finish any late or missing work (due today for the end of the quarter)

Reading Journal
1) Title and Author
2) Pg. Start - Pg. End
3) Who is the protagonist of your novel?  What is he/she like?  Describe the character in 3-5 sentences.

Gothic Literature & Suspense

Objective: SWBAT -

1. analyze suspense in a text while reading
2. analyze a narrator for reliability

• I can identify the narrator of a text.
• I can identify the type of narrator.
• I can use a graphic organizer.

Writing Response:

1. What makes a story suspenseful?
2. Do you trust the narrator in this passage?  Why or why not?

Dogs are disgusting animals!  They are loud, dirty, and always biting people.

To Do:
1) Independent Reading
2) Reading Journal
3) Assign the second book report project: The ABC Book Report
4) We will review "The Tell-Tale Heart" from the previous week, and will discuss the notion of an unreliable narrator
5) Students will continue to read in small groups "The Tell-Tale Heart"
6) As students read, they will write create a T-Chart

• The left column will contain information that makes the audience suspicious of him (5 characteristics)
• The right column will contain information that makes the audience trust him (5 characteristics)

7) Students will also answer the Close Read Suspense Questions (4 total)

Reading Journal:
1) Title and Author
2) Pg. Start - Pg. Finish
3) When is the setting of your story (time and place)?

Library Check-Out: Non-Fiction

Objective: SWBAT read grade-level text.

• I can read grade-level text for entertainment.
• I can read grade-level text.

Writing Response: Who or what is a historical figure or time period you find interesting?

To Do:
1) Independent Reading
2) Reading Journal & 3-Ring Binder Check
3) Discuss the Writing Response (emphasize the importance of selecting books the students will enjoy)
4) Go to the library to check out a non-fiction book

Gothic Literature & Pre-Reading Strategies

Objective: SWBAT apply pre-reading strategies to aid comprehension while reading.

• I can use pre-reading strategies to aid in comprehension of a text.
• I can use context clues to find the meaning of unknown words.
• I can read grade-level text.

Writing Response: What is suspenseful about the following excerpt?

"Thump! Thump! Thump! I woke with a start.  Had I dreamed those sounds, or was someone in the house? Thump! Thump! Thump!  Footsteps--coming up the stairs!"

To Do:
1) Independent Reading
2) Reading Journal
3) Students will work collaboratively on "The Tell-Tale Heart" Vocabulary (pg. 77)
4) Students will then begin reading in small groups "The Tell-Tale Heart" (pg. 78)

Gothic Literature

Objective: SWBAT identify characteristics of Gothic literature.

• I can identify characteristics of Gothic literature.
• I can effectively record important information.
• I can listen for information.

Writing Response: What do you think of when you hear the word Gothic?

To Do:
1) Book Fair (Final Day)
2) Watch the short film "Vincent" for entertainment

• What things pop out at you?
• Is there any overlap between what happens in the video and the writing response?

3) Students will be presented with information on Gothic Literature and students will take notes using a guided note sheet
4) Re-watch "Vincent" identifying eight (8) characteristics of Gothic Literature

Comprehension Quiz

Objective: SWBAT demonstrate their comprehension of materials and concepts previously covered.

• I can show understanding of materials covered.
• I can show understanding of concepts covered.

Writing Response: N/A

To Do:
1) Students will take a quiz over the following:

• "Raymond's Run"
• "The Ransom of Red Chief"
• "Clean Sweep"
• Plot
• Characterization
• Predictions
• Inferences
• Sequencing
• Symbolism

2) Independent Reading

Symbolism

Objective: SWBAT analyze a text for symbols and their meanings.

• I can identify symbols.
• I can analyze a text for symbols and their meanings.

Writing Response: What does it mean to be green at something (discuss the varying symbolic meanings of the color green, as well as other colors)?

To Do:
1) Go to the Book Fair
2) Students will be given a presentation over Symbolism
3) Have students watch "The Cat Piano" and tell what each of the following colors represent:

• Red
• Blue
• Green
• White

Sequencing, Pt. 3

Objective: SWBAT sequence the events of a text in chronological order.

• I can place the events of a story in the order in which they occurred.
• I can create a graphic organizer.
• I can use a graphic organizer

Writing Response: Briefly summarize what has happened in "Clean Sweep" so far.  What is our main character like?  What does she have to deal with?

To Do:
1) Independent Reading
2) Reading Journal
3) Review sequence charts
4) Finish reading "Clean Sweep" (pg. 64)
5) Finish the "Clean Sweep" Sequence Chart

Sequencing, Pt. 2

Objective: SWBAT sequence events of a story in chronological order.

• I can place the events of a story in the order in which they occurred.
• I can create a graphic organizer.
• I can use a graphic organizer.

Writing Response: What is a sequence chart?  How could this be useful to have while reading?

To Do:
1) Independent Reading
2) Reading Journal

3) Begin reading "Clean Sweep" (pg. 64)
4) While reading, students will make a list of significant events in the story, looking out for keywords and phrases, such as:

• then
• days/months/years ago
• has/have
• will
• are going to
• first
• second
• finally

Students will want to compile at least eight (8) events, and will then want to place them in a Sequence Chart.

Sequencing, Pt. 1

Objective: SWBAT sequence events of a story in chronological order.

• I can place the events of a story in the order in which they occurred.
• I can create a graphic organizer.
• I can use a graphic organizer.

Writing Response: What are some words in a story that can be used to show a shift in time?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss the Writing Response
4) Students will work in small groups to complete the "Clean Sweep" Vocabulary (pg. 63)
5) As a whole group, the class will discuss making a sequence chart, and we will look at a short example, placing the events in it in chronological order.

Personal Connections, Pt. 2

Objectives: SWBAT -

1. make connections to a text while reading.
2. implement pre-reading strategies to aid comprehension.

• I can make connections to a text.
• I can implement pre-reading strategies.
• I can make and use a graphic organizer (cluster web).

Writing Response: What does it mean to have a sentimental connection to something?  What's something you value that others might be tempted to throw away?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish reading "The Winter Hibiscus"
4) Finish answering the Practice Skills Questions (pgs. 13-14, 1-6)
5) Discuss the central theme of "Clean Sweep": Sentimentality
6) Watch Mad Men "The Carousel" clip
7) Students will begin their Sentimentality Cluster Webs (8 details)

Personal Connections, Pt. 1

Objective: SWBAT make connections to a text while reading.

• I can make connections to a text.
• I can engage myself in a text while reading.

Writing Response: How can you become more engaged with a text?  How can you help yourself retain information?

To Do:
1) Independent Reading
2) Reading Journal
3) As a whole group, the class will read aloud "Skills for Active Reading" (pg. 12)

• the students will read aloud each entry
• at the end of each entry, students will be provided examples

4) Working in small groups, students will read "The Winter Hibiscus" and answer Practice Skills (pgs. 13-14, 1-6)

Teacher In-Service

No School--Teacher In-Service Meetings

Library Check-Out: Non-Fiction

Objective: SWBAT -

1. present information with specific details.
2. read grade-level text.

• I can present information with specific details.
• I can read grade-level text.

Writing Response: What characteristics does a good speaker have?

To Do:
1) Discuss what makes a good speaker
2) Set up guidelines for student presentations
3) Present/turn in book report project
4) Go to library to check-out a non-fiction book
5) Independent reading

Book Report Project #1: Cereal Box

Objective: SWBAT -

1. compose a text with relevant and specific details.
2. compose a text showing awareness of audience.

• I can write using important and specific details.
• I can write for a specific audience.
• I can create a visual representation of key ideas.
• I can read grade-level material.

Writing Response: What do you have left to do on your book report project?

To Do:
1) Independent Reading
2) Reading Journal
3) Allowed students time to put the finishing touches on their Cereal Box Book Report (due tomorrow)
4) Will do a student grade check while they work individually

Predictions & Inferences, Pt. 3

Objective: SWBAT -

1. make predictions while reading.
2. make inferences while reading.
3. use a graphic organizer.

• I can make predictions while reading.
• I can make inferences.
• I can use a graphic organizer (T-Chart) to organize information.

Writing Response: How do you think fortune tellers are able to make predictions?  Do you think it's magic or something else?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish "The Ransom of Red Chief" in small groups
4) Finish "The Ransom of Red Chief" Prediction Chart and Inference Questions

Inferences & Predictions, Pt. 2

Objectives: SWBAT -

1. make predictions while reading.
2. make inferences while reading.
3. use a graphic organizer.

• I can make predictions while reading.
• I can make inferences.
• I can use a graphic organizer (T-Chart).
• I can listen for information.

Writing Response: What is the key difference between a prediction and an inference?

To Do:
1) Independent Reading
2) Reading Journal
3) Read along to a recording of "The Ransom of Red Chief" (pg. 48)
4) Students will make a Prediction T-Chart

• On the left column, students will make predictions (1 per page)
• On the right column, students will explain what actually happened in the story

5) Students will also answer "The Ransom of Red Chief" Close Read Inference Questions as they reach them in the text

Inferences & Predictions, Pt. 1

Objective: SWBAT -

1. make predictions before reading.
2. make predictions while reading.
3. make inferences while reading.
4. apply decoding strategies to problem-solve words while reading.

• I can make predictions before and while reading.
• I can make inferences while reading.
• I can apply decoding strategies to problem-solve unknown words.

Writing Response: On a T-Chart, make a list of five (5) things you need to do to throw a surprise party in the left column.  In the right column, write a list of things that could possibly go wrong for each of these items.

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss Predictions and Inferences as a whole-group
4) Students will collaboratively work on "The Ransom of Red Chief" pre-reading vocabulary (pg. 47)

Plot, Characterization, & Context Clues, Pt. 2

Objective: SWBAT -

1. identify plot in a text.
2. identify character in a text.
3. use context clues in a text to aid in comprehension.

• I can identify plot.
• I can identify stages of plot.
• I can differentiate between stages of plot.
• I can identify characters.
• I can explain how characters develop in a text (characterization).
• I can use context clues.
• I can read grade-level instructional text.

Writing Response: From what we've read so far, what is Squeaky like?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish reading "Raymond's Run" (pg. 34)
4) Complete "Raymond's Run" Handout
    - Plot Mountain
    - Characterization
    - Context Clues Questions

Plot, Characterization, & Context Clues, Pt. 1

Objective: SWBAT -

1. identify plot in a text.
2. explain characterization in a text.

• I can identify plot.
• I can identify stages of plot.
• I can differentiate between stages of plot.
• I can identify characters.
• I can explain how characters develop in a text (characterization).
• I can use context clues.
• I can read grade-level instructional text.

Writing Response: How important is a person's first impression?  Do you usually change your opinion of someone over time?

To Do:
1) Independent Reading
2) Reading Journal
3) Begin reading "Raymond's Run" (pg. 34)
4) While reading, students will collaboratively complete a graphic organizer handout
    - create a plot mountain
    - show how perception of characters change throughout a story
    - use context clues to better understand characters

Pre-Reading Strategies/Text to Self Connections

Objective: SWBAT implement pre-reading strategies to aid comprehension.

• I can implement pre-reading strategies.
• I can make connections to a text.

Writing Response: What is something you are willing to work for?  What motivates you?

To Do:
1) Independent Reading
2) Reading Journal
3) Assign Book Report Project: Cereal Box Book Report (Due September 20th)
4) "Raymond's Run" Roundabout Questions

• Students will rotate in small groups answering questions dealing with key ideas and themes present in "Raymond's Run"
• Questions are presented on large pieces of butcher paper or Post-it chart paper

Library Check-Out: Fiction

Objective: SWBAT -

1. read grade-level text for enjoyment.
2. demonstrate comprehension of concepts previously taught.

• I can read grade-level text for enjoyment.
• I can demonstrate comprehension of concepts previously taught.
• I can identify characters.
• I can analyze a text for elements of characterization.
• I can identify plot.
• I can differentiate between stages of plot.
• I can identify conflict.
• I can identify the types of conflict.
• I can differentiate between types of conflict.
• I can identify setting.

Writing Response: N/A

To Do:
1) 3-Ring Binder Check
2) Reading Comprehension Quiz
3) Check-out library book
    - Fiction
4) Independent Reading

Context Clues

Objective: SWBAT apply decoding strategies to problem-solve unknown words while reading.

• I can use context clues to find the meaning of unknown words.
• I can listen for information.

Writing Response:
What assumption can we make with the following information?
Squeaky says her dad is the one one faster than her + kids like when their parents are talented = ?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss the writing response and explain context clues
4) Watch the opening scene from A Serious Man
5) Have students identify the meanings of the following words using context clues:
    - groshen
    - droshky
    - Zohar reb
    - dybbuk
6) Students will work in small groups to complete the Vocabulary in Context (Pg. 33)

Stages of Plot

Objective: SWBAT compose a text with relevant and specific details.

• I can identify plot.
• I can identify the stages of plot.
• I can differentiate between the stages of plot.
• I can compose (write) a text with relevant and specific details.

Writing Response: What are the differences between the falling action and resolution stages of plot?

To Do:
1) Independent Reading
2) Reading Journal
3) Review Falling Action and Resolution illustrating these concepts using the end of The Lion King

• Discuss that resolution is also known as denouement in French, and it means to untie or unravel
• This also helps show the different stages of plot vary in length and can be very short at times

4) Finish the Cliffhanger Short Story
5) Add Falling Action and Resolution to the story (this is especially funny for those who make a ridiculous cliffhanger)

• Paragraph Four: Falling Action
• Paragraph Five: Resolution

Plot & Cliffhangers

Objective: SWBAT compose a text with relevant and specific details.

• I can compose (write) a text with relevant and specific details.
• I can identify plot.
• I can identify the stages of plot.
• I can differentiate between the stages of plot.

Writing Response: What do you think happened to Martin at the end of "The Elevator"?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss the events of "The Elevator"
4) Discuss the concept of cliffhanger
    - Why would an author end their story with a cliffhanger?
    - What affect does a cliffhanger have on its audience? On you?
5) Provide an example of a cliffhanger using the last page of a Spider-Man comic
6) In small groups, students will brainstorm and compose a short (3-paragraph) cliffhanger story
    - Paragraph 1: Exposition
    - Paragraph 2: Rising Action
    - Paragraph 3: Climax

Labor Day

No School--Labor Day!

Plot & Conflict in "The Elevator," Pt. 2

Objectives: SWBAT -

1. identify plot in a text.
2. identify conflict in a text.

• I can identify plot in a text.
• I can differentiate between the stages of plot.
• I can identify conflict in a text.
• I can differentiate between the types of conflict.
• I can create a graphic organizer.
• I can organize information effectively using a graphic organizer.

Writing Response: What could be a benefit of having a story end with a cliffhanger?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish "The Elevator" (pg. 27)
4) Create a Plot Mountain while reading
    - Exposition (Include 3 details from this part of the story)
    - Rising Action (Include 5 details from this part of the story)
    - Climax (Include 2 details from this part of the story)

Questions to Ask While Working: 
What are the five (5) stages of plot?
What events usually appear in each stage of the plot mountain?
How do we know the details we chose belong to the stage of plot we assigned it?

Plot & Conflict in "The Elevator," Pt. 1

Objective: SWBAT identify plot and conflict in a text.

• I can identify plot.
• I can identify the stages of plot.
• I can differentiate between the five stages of plot.
• I can identify conflict.
• I can identify the four types of conflict.
• I can differentiate between the four types of conflict.
• I can analyze a text for character motivation.

Writing Response: What are you most afraid of?  Tell me about a time you had to face your fear.

To Do:
1) Independent Reading
2) Reading Journal
3) As a whole-group, we will review conflict using the Conflict Identification Practice (pg. 25).
4) Students will break into shoulder partners and complete "The Elevator" Vocabulary activity (pg. 26).
5) Upon finishing their vocabulary, students will begin reading "The Elevator" (pg. 27).

Conflict

Objective: SWBAT differentiate between the types of conflict.

• I can identify conflict.
• I can identify the four types of conflict.
• I can differentiate between the four types of conflict.
• I can create a graphic representation of the four types of conflict.

Writing Response: Tell me about a time when you couldn't get along with somebody else.

To Do:
1) Independent Reading
2) Reading Journal
3) Types of Conflict Presentation
    - Internal vs. External Conflict
        - Character vs. Character
        - Character vs. Nature
        - Character vs. Society (Group)
        - Character vs. Self
4) Students will create a "4 Types of Conflict" Visual Representation

Stages of Plot

Objective: SWBAT differentiate between the stages of plot.

• I can identify plot.
• I can identify the stages of plot.
• I can differentiate between the stages of plot.

Essential Skill:
Understand how stories are structured and elements are introduced so students can effectively analyze texts.

IPI Level: 4

Rigor or Level Reached on Bloom's Taxonomy:
Analysis (distinguishing, comparing, differentiating, categorize)

Writing Response: Briefly tell what events usually happen at the beginning of story? What happens in the middle?  The end?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss the Writing Response and list the students' answers on the whiteboard
4) Show the stages of plot by using Read/Write/Think's Plot Mountain Creator, and discussing each of the five stages
    - make comparisons between the stages of plot and how Shakespeare's five act plays are structured
5) Stages of Plot Handout "Rumpelstiltskin"

Enrichment:
Plot Mountain Graphic Organizer & Quiz

Setting, Characters, & Characterization

Objective: SWBAT -

1. explain the effect of setting.
2. explain characterization.

• I can identify setting.
• I can identify characters.
• I can explain how readers learn about characters (characterization).
• I can explain the effect setting has on the story.

Essential Skill:

Understand how stories are structured and elements are introduced so students can effectively analyze texts.

IPI Level: 4

Rigor or Level Reached on Bloom's Taxonomy:

Distinguishing, Comparing, Differentiating, Categorize

Writing Response: Imagine the picture below is where your story takes place.  Write briefly about what would happen in the story?  What affect does the place have?

To Do:

1) Independent Reading

2) Reading Journal

3) Foldable Notes: Setting & Character via Read/Write/Think

Library Check-Out: Fiction

Objective: SWBAT -

1. interpret and analyze information in the title of a text.
2. read grade-level text for enjoyment.

• I can interpret and analyze information in the title of a text.
• I can make predictions about a text based off its title.

Writing Response: Before reading, how can we find out about a story?

To Do:
1) 3-Ring Binder Check
2) Hand out barcodes so students are able to check out books from the library
3) Discuss the importance of selecting a book and ways to find something the students will enjoy
4) Go to the library to check out a fictional book
5) Independent Reading
6) Reading Journal

Genres of Literature, Pt. 3

Objective: SWBAT use details from a text to demonstrate comprehension.

• I can show comprehension and understanding of concepts previously covered in class.
• I can present information, highlighting key ideas.

Writing Response: Why could it be important to understand the characteristics of a genre before reading?

To Do:
1) Students will continue to take the information they obtained from the genre presentation to create a fictitious book cover based on one of the previously covered genres.  It will be made of construction paper and folded into the shape of a book.  The assignment requires the following information:

• Title (this will relate to the type of genre) and author (the student or students)
• A brief description previewing the "story" with 5 details relating to the type of genre (these will be underlined or otherwise notated by the student)

2) Students will present their book covers to the class, highlighting how it relates to their chosen genre.

Genres of Literature, Pt. 2

Objective: SWBAT-

1. apply pre-reading strategies to aid comprehension while reading.
2. make connections to text while reading.

• I can apply pre-reading strategies to help me understand while reading.
• I can personally connect to a text while reading.
• I can use effective note-taking strategies.

Writing Response: Provide one example each of fiction and non-fiction.

To Do:
1) We will continue the Genres of Literature presentation.

• John Carter (Science Fiction Example)
• Tim Minchin's "Storm" [excerpt] (Poetry Example)

2) Students will continue to take notes using a guided note-sheet.
3) Students will take the information they obtain from the genre presentation to create a fictitious book cover based on one of the aforementioned genres.  It will be made of construction paper and folded into the shape of a book.  The assignment requires the following information:

• Title (this will relate to the type of genre) and author (the student)
• A brief description previewing the "story" with 5 details relating to the type of genre (these will be underlined or otherwise notated by the student or students)

Genres of Literature, Pt. 1

Objective: SWBAT-

1. apply pre-reading strategies to aid comprehension while reading.
2. make connections to a text while reading.

• I can apply pre-reading strategies to help me understand while reading.
• I can personally connect to a text while reading.
• I can use effective note-taking strategies.

Writing Response: What are different categories in which stories could be grouped?

To Do:
1) Students will copy the day's objective and I can statements.
2) We will discuss the writing response and this will segue into the...
3) Genres of Literature presentation.
4) Students will take notes about the presentation using a guided note sheet.

Gates Testing, Pt. 2

Objective: Assess general reading skills.

• I can show comprehension of skills previously taught on an assessment.

Writing Response: What do you think is the easiest/most difficult thing about reading (this can be about class or reading itself)?
To Do:
1) Bell Ringer
2) Complete Gates Testing

Gates Testing, Pt. 1

Objectives: Assess general reading skills.

• I can show comprehension of skills previously taught on an assessment.

Writing Response: What goals can you set for yourself this year to achieve in class?
To Do:
1) Bell Ringer
2) Student Interview Introductions
3) Begin Gates Testing

Team Building

Objective: SWBAT listen for information.

• I can listen for information.

Writing Response: What does a good interview require?

To Do:

1) Review Bell Ringers

2) Forming Groups

3) Student Interest Inventory

Rules & Procedures

Objective: SWBAT (Students will be able to) listen for information.

• I can listen for information.

To Do:
1) Introductions
2) Q&A
3) Establish Rules & Discuss Procedures
4) Practice Drills
5) Bell Schedules

• EMS Bell Schedule
• NMS Bell Schedule
• SMS Bell Schedule

6) Plagiarism Policy

Bell Ringers

At the beginning of each day, students will be asked to record the day's bell ringer. This consists of...

1. the objective we're going to meet, 
2. a question or quote, 
3. and the day's events. 

These bell ringers will be graded weekly and compiled in each student's 3-ring binder.

Supply List

I require relatively little of my students when it comes to supplies; however, they will need to bring the following items everyday.  I ask they bring a 2" 3-ring binder with them so they can keep track of all their work, as well as their progress--these will be collected for a grade at the end of each quarter.

• Writing Utensils (Pen or Pencils)
• Paper
• (1) 2" 3-Ring Binder
• (3) Dividers
• Planner (Provided by the School)

This Website's Goal

Dear students, parents, and guardians,
First of all, we would like to welcome you to our class website!  To see what's going on in your (or your student's) classes, scroll through our posts or use the Archive (above, right) to see a monthly and daily breakdown of objectives (goals), class projects, and assignments, as well as helpful instructional websites and videos.  If you have any questions about what's going on, check here or be sure to contact us via e-mail.  The goal of this website is to help make the school year a little easier and to help everyone succeed.  Together, we can make this a great year!

                                                                                        Sincerely, 

                                                                                        The 8th Grade Reading Team