Weekly+Agendas+2012-2013

Finish purple Mango packet || Ivory packet, pgs. 26-27 NOTE: "Red Clowns" is OPTIONAL. Sensitive material, please write "opting out" for Red Clowns activity if you choose to not read it...100% fine. || The House on Mango Street book turn-in Final class discussion || Purple Mango Packet: Ivory Mango Packet:
 * Mon, 5/20 || Due: Peach Mango
 * Tues., 5/21 || Due: Purple Mango
 * Wed., 5/22 || Ivory Mango packet, pgs. 28-30 ||
 * Thurs., 5/23 || Finish ivory Mango packet (DUE TOMORROW) ||
 * Fri., 5/24 || Due: Ivory Mango packet

And corresponding House on Mango Street activities-- DUE FRIDAY || And corresponding House on Mango Street activities-- DUE MONDAY || The House on Mango Street Activities 21-25 The House on Mango Street Activities 26-30
 * Mon., 5/13 || "A Rice Sandwich," "Chanclas," "Hips," "The First Job," "Papa Who Wakes Up Tired in the Dark," "Born Bad"
 * || MAP Testing ||
 * || MAP Testing ||
 * || MAP Testing ||
 * Fri., 5/17 || "Elenita, Cards, Palm, Water," "Geraldo No Last Name," "Ruthie," "Earl"

MAP Goal Setting Important Terms Review Rice Sandwich, Chanclas || The House on Mango Street Activities 11-15 The House on Mango Street Activities 16-20 The House on Mango Street Activities 21-25
 * Mon., 5/6 || Alicia Who Sees Mice--Begin diagnosis report ||
 * Tues., 5/7 || Alicia Who Sees Mice--Complete diagnosis report ||
 * Wed., 5/8 || Alicia Who Sees Mice--Speaking/Listening, Delineating Arguments/Sound Reasoning/Relevant and Sufficient Evidence ||
 * Thurs., 5/9 || Darius, And Some More, Little Feet ||
 * Fri., 5/10 || DINNER DANCE!!!

Holocaust IRP Discussion (Speaking and Listening Standards) NO MORE IRPS THIS YEAR!!! || Laughter, Gil's Furniture Bought and Sold, Meme Ortiz || Louie, His Cousin, and His Other Cousin, Marin, There Was an Old Woman... || Alicia Who Sees Mice || The House on Mango Street Activities 6-10 The House on Mango Street Activities 11-15
 * Mon., 4/29 || No School-Teacher Inservice ||
 * Tues., 4/30 || 2-Hour Late Start
 * Wed., 5/1 || __The House on Mango Street__ Vignettes and Activities:
 * Thurs., 5/2 || __The House on Mango Street__ Vignettes and Activities:
 * Fri., 5/3 || __The House on Mango Street__ Vignettes and Activities:

__THOMS__ Activities pgs. 1-4 || Read IRP book (needs to be finished by 4/29) || __THOMS__ Activities pg. 5 || __THOMS__ Activities pgs. 6-7 || ON TUESDAY: In class discussion about Holocaust IRP books. (The discussion is the IRP.) || __The House on Mango Street__ Activities, pgs. 1-5 __The House on Mango Street__ Activities, pgs. 6-8
 * Mon., 4/22 || __The House on Mango Street__, pgs. 1-9
 * Tues., 4/23 || Finish Mango Activities from yesterday's agenda
 * Wed., 4/24 || __The House on Mango Street__, pgs. 10-11
 * Thurs., 4/25 || __The House on Mango Street__, pgs. 12-18
 * Fri., 4/26 || Career Fair

Vocabulary Pre-Test (root, vignette) Continue reading Holocaust Independent Reading Book (finish by 4/28) || Continue reading Holocaust Independent Reading Book (finish by 4/28) || Continue reading Holocaust Independent Reading Book (finish by 4/28) || The House on Mango Street Informational Background Reading "Latinos/Hispanics" Article Continue reading Holocaust Independent Reading Book (finish by 4/28) || Vocabulary Post-Test (root, vignette) Continue reading Holocaust Independent Reading Book (finish by 4/28) || Online Vocabulary Study Guide/Games (all L.A. words from this year): CLICK HERE. Root Vignette Greek and Latin Roots Inferring/Poster Activity The House on Mango Street Activities 1-5
 * Mon., 4/15 || Greek and Latin Roots Activities 25-30
 * Tues., 4/16 || Greek and Latin Roots Inferring/Poster Activity
 * Wed., 4/17 || Greek and Latin Roots Activities 35-40
 * Thurs., 4/18 || Greek and Latin Roots Packet due
 * Fri., 4/19 || The House on Mango Street Vignettes 1-2 and corresponding activities

Work on Holocaust Research Project (due Friday) || 1. Four paragraphs--one paragraph in response to each question researched (3 of mine, 1 of your own) handwritten or typed. 2. A Works Cited page--if you've been adding to your easybib.com website as you've researched, you will already have this done. You just need to print the final page out and submit with your paragraphs. 3. Research Notes--notes were to be taken on green "Research Note Tracker."
 * Mon., 4/8 || Work on Holocaust Research Project (due Friday) ||
 * Tues., 4/9 || 6 Thinking Strategies IRP/Summary due today.
 * Wed., 4/10 || Work on Holocaust Research Project (due Friday) ||
 * Thurs., 4/11 || Finish Holocaust Research Project (due tomorrow) ||
 * Fri., 4/12 || Holocaust Research Project Due, including:

IRP Books must be read by APRIL 28th for in-class discussion to occur on APRIL 29th.
|| Online Vocabulary Study Guide/Games (all L.A. words from this year): CLICK HERE. Independent Reading Project Options-Using the 6 Thinking Strategies as we Read: Summary Template: Link to Online Summary Form: IRP Online Summary Holocaust Research Project Assignment/Options:

Holocaust Research Project Note-Taking Organizer: Holocaust Research Project Responses Form:

Vocabulary Pre-Assessment: ominous, liberate Test Prep Sheet Select Holocaust IRP books--CLICK HERE FOR FORM || Avoiding Plagiarism and Locating Reliable Sources Close Reading--Hitler Youth || Act II Test Introduce Research Project (due Friday, 4/12) || Close Reading: Indoctrinating [Hitler] Youth || Online Vocabulary Study Guide/Games (all L.A. words from this year): CLICK HERE. Independent Reading Project Options-Using the 6 Thinking Strategies as we Read: Summary Template: Link to Online Summary Form: IRP Online Summary Act II Test Prep: Ominous, Liberate Holocaust Research Project Assignment/Options:
 * Mon., 4/2 || No School ||
 * Tues., 4/3 || 6 Thinking Strategies IRP and Summary due in ONE WEEK (4/9)
 * Wed., 4/4 || Vocab definitions: ominous, liberate
 * Thurs., 4/5 || Vocab Practice: ominous, liberate
 * Fri., 4/6 || Vocabulary Post-Assessment: ominous, liberate

Holocaust Research Project Note-Taking Organizer: Holocaust Research Project Responses Form: Close Reading: Indoctrinating [Hitler] Youth:

Trooper Dan--Internet Safety (required training) || Continue to read book for next IRP, due Tuesday, April 9th || Add to summary and character tracker. || Complete summary and character tracker. || Act II Scene 1 Comprehension Questions: Anne Frank Summary/Character Tracker:
 * Mon. 3/25 || Act II Scene 1 Comprehension Questions due
 * Tues., 3/26 || Trooper Dan--Internet Safety Video (required training)
 * Wed., 3/27 || Act II Scenes 2 and 3
 * Thurs., 3/28 || Act II Scenes 4 and 5 (end of play)
 * Fri., 3/29 || No School! ||

Online Vocabulary Study Guide/Games (all L.A. words from this year): CLICK HERE.

Read Act I Scene 4 Add to summary and character tracker || Read Act I Scene 5 Add to summary and character tracker || Act I Study Guide || Read Act II Scene 1 Respond to Act II Scene 1 Comprehension Questions-due Monday Add to summary and character tracker ||
 * Mon., 3/18 || Vocabulary Pre-Assessment: zeal, ostentatiously
 * Tues., 3/19 || Vocabulary definitions: zeal, ostentatiously
 * Wed., 3/20 || Vocabulary practice: zeal, ostentatiously
 * Thurs., 3/21 || Act I Test ||
 * Fri., 3/22 || Vocabulary Post-Assessment: zeal, ostentatiously

Zeal, Ostentatiously: Anne Frank Summary/Character Tracker: Act II Scene 1 Comprehension Questions Online Vocabulary Study Guide/Games (all L.A. words from this year): CLICK HERE.

NO SCHOOL--SNOW DAY || DUE BY END OF CLASS. SUBMIT ANIMOTO IRP HERE || Act I Scene 3 Character Activity: Anne Frank Summary/Character Tracker:
 * Mon., 3/4 || Act I Scene 3 Character Activity (due at end of class) ||
 * Tues., 3/5 || IRP book needs to be read by today!
 * Wed., 3/6 || Begin in-class technology IRP using animoto.com ||
 * Thurs., 3/7 || Complete in-class technology IRP using animoto.com
 * Fri., 3/8 || Share animoto.com IRPs in class ||

Begin "The Diary of Anne Frank" (pgs. 448-455) Add to summary and character tracker. || You must have your IRP book FINISHED in 1 WEEK (March 5) || Add to summary and character tracker. || Add to summary and character tracker. || Finish Act I Scene 3 || Anne Frank Summary/Character Tracker: Conspicuous/Loathe:
 * Mon., 2/25 || Vocab pre-assessment: conspicuous, loathe
 * Tues., 2/26 || Early Out-Weather
 * Wed., 2/27 || Continue "The Diary of Anne Frank" (pgs. 455-465)
 * Thurs., 2/28 || Continue "The Diary of Anne Frank" (pgs. 465-475)
 * Fri., 3/1 || Vocab Test: conspicuous, loathe

Close Reading: The History of Anti-Semitism || Text Structures Handout: "Life in the Darkness" Article: "Life in the Darkness" Reading Activity: Claim/Sound:
 * Mon., 2/18 || No School ||
 * Tues., 2/19 || Finish "Life in the Darkness" Activity ||
 * Wed., 2/20 || Holocaust Timeline ||
 * Thurs., 2/21 || Close Reading: The History of Anti-Semitism ||
 * Fri., 2/22 || Post-Assessment: claim/sound

Steps 1-4 Vocab Pre-Assessment: claim/sound || Argumentative Writing/Speaking/Listening Pre-Assessment Steps 5-8 || Begin reading book for next IRP. || Independent Reading Project (Pink Packet--"Responding to our Independent Reading"):
 * Mon., 2/11 || No School, Teacher Inservice ||
 * Tues., 2/12 || Argumentative Writing/Speaking/Listening Pre-Assessment
 * Wed., 12/13 || IRP and Summary Due
 * Thurs., 12/14 || Finish Argumentative Writing/Speaking/Listening Pre-Assessment
 * Fri., 12/15 || Begin "Life in the Darkness" Activity ||

Summary Template: Link to Online Summary Form: IRP Online Summary Text Structures Handout: "Life in the Darkness" Article: "Life in the Darkness" Reading Activity: Claim/Sound:

Giver vs. Pleasantville Essay due TUESDAY: CLICK ON THIS LINK TO SUBMIT YOUR ESSAY! Giver vs. Pleasantville Essay Submission Form || View documentary, "Survivors of the Holocaust" (Speilberg). RI.8.2.: Determine the central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of text. RI.8.1.: Cite the text that most strongly supports an analysis of what the text says explicitly, as well as inferences drawn from the text. WHILE VIEWING: Record ways in which the director (Speilberg) develops the central idea stated explicitly at the beginning of the documentary (It is imperative that we hear the stories of the witnesses and survivors so we can know the horrors of the Holocaust in order to prevent such an atrocity from ever happening again.) || View documentary, "Survivors of the Holocaust" (Speilberg). RI.8.2.: Determine the central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of text. RI.8.1.: Cite the text that most strongly supports an analysis of what the text says explicitly, as well as inferences drawn from the text. WHILE VIEWING: Record ways in which the director (Speilberg) develops the central idea stated explicitly at the beginning of the documentary (It is imperative that we hear the stories of the witnesses and survivors so we can know the horrors of the Holocaust in order to prevent such an atrocity from ever happening again.) || 1. What was the central idea of "Survivors of the Holocaust," and how did the director develop this central idea over the course of the documentary (provide examples)? 2. Provide an objective summary of the documentary, "Survivors of the Holocaust." 3. Cite the text (specific example) that, to YOU, most strongly supported the central idea. Explain why this particular text (example) was so impactful. 4. Analyze the way in which Speilberg structured this documentary. How did this structure contribute to its meaning and style? || Giver vs. Pleasantville Writing Assignment: Giver vs. Pleasantville Introduction and Conclusion Paragraph Checklists: Independent Reading Project (Pink Packet--"Responding to our Independent Reading"):
 * Mon., 2/4 || Put together entire Giver vs. Pleasantville essay.
 * Tues., 2/5 || Giver vs. Pleasantville Essay due TODAY: CLICK ON THIS LINK TO SUBMIT YOUR ESSAY! Giver vs. Pleasantville Essay Submission Form
 * Wed., 2/6 || IRP DUE 1 WEEK!
 * Thurs., 2/7 || Written responses to documentary:
 * Fri., 2/8 || Finish "Survivors of the Holocaust" responses, work on IRP ||

Summary Template: Link to Online Summary Form: IRP Online Summary "Survivors of the Holocaust" Questions: Text Structures Handout:

Revise Giver vs. Pleasantville body paragraphs using peer feedback. Essay due Wednesday (Introduction paragraph, 3 Giver vs. Pleasantville body paragraphs (revised), conclusion paragraph) || Finish Close Reading (responses due tomorrow) || Vocabulary Practice--oppress, persecute CLICK HERE FOR VOCABULARY PRACTICE! Write introduction and conclusion paragraphs for Giver vs. Pleasantville paragraphs (these are going to become body paragraphs in an essay) || Put together entire Giver vs. Pleasantville essay. Giver vs. Pleasantville Essay due MONDAY: CLICK ON THIS LINK TO SUBMIT YOUR ESSAY! Giver vs. Pleasantville Essay Submission Form View "Survivors of the Holocaust" (Speilberg) || Oppress/Persecute: Giver vs. Pleasantville Writing Assignment: Giver vs. Pleasantville Introduction and Conclusion Paragraph Checklists: Close Reading (all done in class): Independent Reading Project (Pink Packet--"Responding to our Independent Reading"):
 * Mon., 1/28 || Vocabulary Pre-Assessment--oppress, persecute
 * Tues., 1/29 || Close Reading: Elie Weisel's Nobel Peace Price Acceptance Speech (1986) ||
 * Wed., 1/30 || Vocabulary Practice--oppress, persecute
 * Thurs., 1/31 || Close Reading Responses Due
 * Fri., 2/1 || Vocabulary Post-Assessment--oppress, persecute

Summary Template: Link to Online Summary Form: IRP Online Summary

Prepare Conference Folders Vocabulary Pre-Assessment--allude, enlighten Continue drafting Giver vs. Pleasantville paragraphs || Finish drafting Giver vs. Pleasantville paragraphs (due tomorrow) || Vocabulary Practice/Kid Speak--allude, enlighten Peer editing and feedback || Peer editing and feedback, continued. || Allude/Enlighten: Giver vs. Pleasantville Essay Assignment Peer Feedback/Editing Guidelines: Independent Reading Project Options-Using the 6 Thinking Strategies as we Read: Summary Template: Link to Online Summary Form: IRP Online Summary
 * Mon., 1/21 || No School-MLK Day ||
 * Tues., 1/22 || 6 Thinking Strategies IRP and summary due
 * Wed., 1/23 || Vocabulary Definitions--allude, enlighten
 * Thurs., 1/24 || Giver vs. Pleasantville paragraphs due
 * Fri., 1/25 || Vocabulary Post-Assessment--allude, enlighten

View "Pleasantville" (edited for content) || Work on 6 Thinking Strategies IRP (due 1/22) || Giver vs. Pleasantville 5 Paragraph Essay--write rough draft (rough draft essay due Monday) || Ideal/Naive: Giver vs. Pleasantville Essay Assignment Independent Reading Project Options-Using the 6 Thinking Strategies as we Read: Summary Template: Link to Online Summary Form: IRP Online Summary
 * Mon., 1/14 || Vocabulary Pre-Assessment--ideal, naive
 * Tues., 1/15 || Vocabulary Word Mapping Activity
 * Wed., 1/16 || View "Pleasantville" (edited for content) ||
 * Thurs., 1/17 || Giver vs. Pleasantville 5 Paragraph Essay--write rough draft (rough draft essay due Monday) ||
 * Fri., 1/18 || Vocabulary Post-Assessment--ideal, naive

Finish Reading __The Giver__ ||
 * Mon., 1/7 || Vocabulary Pre-Assessment--perceive, euphemism
 * Tues., 1/8 || ======Vocabulary Word Mapping Activity--perceive, euphemism======

Begin post-reading paragraphs (due Friday, 1/11) :
Paragraph 1: Do you believe that the ending of The Giver was meant to be taken literally or figuratively? Find a minimum of two pieces of textual evidence that support your theory, and cite within your paragraph. (RL8.4., W.8.2., W.8.4., W.8.10.) Paragraph 2: Analyze how The Giver draws upon themes, patterns of events, and/or character types from "The Garden of Eden," and describe how the material has been made new/fresh. (RL.8.9, W.8.2. W.8.4, W.8.9., W.8.10.) || Continue/finish Post-reading paragraphs (due Friday, 1/11) : Paragraph 1: Do you believe that the ending of The Giver was meant to be taken literally or figuratively? Find a minimum of two pieces of textual evidence that support your theory, and cite within your paragraph. (RL8.4., W.8.2., W.8.4., W.8.10.) Paragraph 2: Analyze how The Giver draws upon themes, patterns of events, and/or character types from "The Garden of Eden," and describe how the material has been made new/fresh. (RL.8.9, W.8.2. W.8.4, W.8.9., W.8.10.)
 * Wed., 1/9 || Iowa Core Post-Assessment, Standards RL.8.1, RL.8.2., RI.8.1, RI.8.2 ||
 * Thurs., 1/10 || Finish Iowa Core Post-Assessment, Standards RL.8.1, RL.8.2., RI.8.1, RI.8.2

Work on 6 Thinking Strategies IRP--due 1/22 || Introduce Giver vs. Pleasantville essay assignment (due Thursday, 1/17) Begin "Pleasantville" (edited for content). || Perceive/Euphemism: Giver vs. Pleasantville Essay Assignment Independent Reading Project Options-Using the 6 Thinking Strategies as we Read: Summary Template: Link to Online Summary Form: IRP Online Summary
 * Fri., 1/11 || Vocabulary Test: perceive, euphemism (define and use in a sentence with context clues)

__The Giver__, Chapters 18, 19, 20 || "Euphemistic Language" Activity || Fixing Our Society's Mistakes Activity Euphemistic Language Activity
 * Thurs., 1/3 || "Fixing Our Society's Mistakes Activity"
 * Fri., 1/4 || Discuss "Fixing Our Society's Mistakes" responses

Discuss. Read __The Giver__, Chapter 16 || Read __The Giver__, Chapters 17-18 || Speaking/Listening IRP Discussion Procedure: Euphemistic Language Activity:
 * Mon., 12/17 || Free-Write: Explain all the ways in which the design of the utopian society in which Jonas lives would prevent such an occurence as the tragedy in Connecticut. Would you rather live in his society than in ours? Explain.
 * Tues., 12/18 || Independent Reading Project Due. For this IRP, students were required to read a book independently. No written piece required beforehand. Students were to be prepared to discuss their independent reading book with a peer on December 18th. Discussion Procedures below. ||
 * Wed., 12/19 || Euphemistic Language
 * Thurs., 12/20 || Read __The Giver__, Chapters 19-20 ||
 * Fri., 12/21 || Christmas Crafts ||

Color paragraph prompt: Describe what our world would be like without color. How would it be better? How would it be worse? OR Describe your favorite and least favorite color. WHY are they your favorite/least? What feelings do they evoke in you? What do they remind you of? __The Giver__, Chapters 11-12 ||
 * Mon., 12/10 || Vocab Pre-Assessment (suppress, conform)
 * Tues., 12/11 || ** *1 WEEK AWAY ** *For this upcoming IRP, students are just required to read a book independently. No written piece required beforehand. Students need to be prepared to discuss their independent reading book with a peer on December 18th.

A World Without Choice paragraph prompt: What would our world be like without choice? How would it be better? How would it be worse?

The Role of Pain and Difficulty paragraph prompt: Describe the role of pain and difficulty in our lives. What would our world be like without these things? How would it be better? How would it be worse?

__The Giver__, Chapters 13-14 || __The Giver__, Chapters 14-15 || __The Giver__, Chapters 16-17 || "Euphemistic Language Activity"--time permitting __The Giver__, Chapter 18 ||
 * Wed., 12/12 || Vocabulary Word Mapping Activity (suppress, conform)
 * Thurs., 12/13 || Vocabulary in context of __The Giver__ (suppress, conform)
 * Fri., 12/14 || Vocabulary Post-Assessment (suppress, conform)

Euphemistic Language Activity

Class discussion: The contrasts between Jonas's society and ours Add to connotation sheet unless full. (15 entries total required) ***2 WEEKS AWAY***For this upcoming IRP, students are just required to read a book independently. No written piece required beforehand. Students need to be prepared to discuss their independent reading book with a peer on December 18th. || Would you rather live in a world with no laws (you have freedom, but a lawless world is also dangerous), or live in a world where you are closely watched and there are a lot of strict laws, but you are completely safe? Continue reading __The Giver__ Class discussion about topic sentences/conclusive sentences--revise paragraph after having engaged in this discussion. Paragraph due tomorrow. || The Giver, Chapters 7-8 Respond to question at the bottom of the connotation sheet. Submit connotation sheet. Homework: Imprecise Language Notecard || Read __The Giver__, Chapters 9-10 || Informational Texts on "Utopian Societies" in history
 * Mon., 12/3 || Close Reading: "Experiments with Utopias" Informational Article ||
 * Tues., 12/4 || __The Giver__, Chapters 5-6
 * Wed., 12/5 || Paragraph Writing/Response (Safety vs. Freedom)
 * Thurs., 12/6 || Safety vs. Freedom Paragraph due
 * Fri., 12/7 || Due: Imprecise Language Notecard

__The Giver__ Connotation Sheet Imprecise Language Notecard Activity

All students should now be able to access and use their North Scott student google account. || Begin reading __The Giver__ || Connotation/Denotation Sheet || Add to Connotation/Denotation Sheet, should have 10 entries by the end of the period. || Read Informational Text on "Utopian Societies" in history || The Giver Pre-Reading Prompts/Paragraph Format (Is Ignorance Bliss?) Connotation/Denotation Sheet Creating a Utopian Society Activity (page 1) Informational Texts on "Utopian Societies" in history
 * Mon., 11/26 || Student Google Accounts Tutorial
 * Tues., 11/27 || The Giver Pre-Reading Prompts/Paragraph Format (Is Ignorance Bliss?) (see document below)
 * Wed., 11/28 || Read __The Giver__, Chapters 1-2
 * Thurs., 11/29 || Read __The Giver__, Chapters 3-4
 * Fri., 11/30 || Activity-Creating a Utopian Society

Happy Thanksgiving!
 * Mon., 11/19 || Present trial to the class ||
 * Tues., 11/20 || Present trial to the class ||

MLA Format Objective summary of trial || Present trial to the class || Trial Research Assignment: Trial Research Presentation Requirements: Independent Reading Project (Pink Packet--"Responding to our Independent Reading"):
 * Mon., 11/12 || Trial Research ||
 * Tues., 11/13 || Trial Research ||
 * Wed., 11/14 || Organize research
 * Thurs., 11/15 || Prepare for trial presentation ||
 * Fri., 11/16 || Independent Reading Project/Summary due!

Summary Guidelines:

Homework: Write an objective summary of the Bruno Hauptmann trial (Lindbergh Baby Kidnapping Trial) || Homework: Revise objective summary of the Bruno Hauptmann trial (Lindbergh Baby Kidnapping Trial) || Introduce Trial Research Assignment (begin Monday) || Work on Independent Reading Project/Summary (due in 1 week) || Close Reading: Independent Reading Project (Pink Packet--"Responding to our Independent Reading"):
 * Mon., 11/5 || How to write an objective summary
 * Tues., 11/6 || Objective Summary--reviewed class "exemplars"--critiques, recommendations for improvement
 * Wed., 11/7 || Random sampling of revised objective summaries--critiques.
 * Thurs., 11/8 || Begin close reading: "The Framing of O.J. Simpson" ||
 * Fri., 11/9 || Finish close reading: "The Framing of O.J. Simpson"

Summary Guidelines:

Read Introduction of __You Are the Juror__ || Yellow Graphic Organizer || Yellow Graphic Organizer || Yellow Graphic Organizer || Yellow Graphic Organizer || Note: The book __You Are the Juror__ must stay in the classroom, as we only have a classroom set. Students will need to make arrangements with teacher in case of absence/missing work.
 * Mon., 10/29 || Pre-Assessment on RI.8.2 (Determining central idea/objective summary/supporting details while reading informational text), Trevon Martin Article
 * Tues., 10/30 || Chapter 1 __You Are the Juror__, pgs. 13-28 "The Lindbergh Kidnapping"
 * Wed., 10/31 || Chapter 3 __You Are the Juror__, pgs. 43-60 "The Chicago Seven"
 * Thurs., 11/1 || Chapter 7 __You Are the Juror__, pgs. 111-124 "The Subway Vigilante"
 * Fri., 11/2 || Chapter 8 __You Are the Juror__, pgs. 125-148 "O.J. Simpson"

Yellow Graphic Organizers for Trial Research:

Essay Format Write Essay Rough Draft. AFTER SCHOOL TONIGHT: Re-teaching and assistance with identifying Charlie's use of the 6 Thinking Strategies (first 2 pages of green Flowers for Algernon packet). I will work with students until about 4:00, then students may work in the library until 5:00 and catch the activity bus. || (Rough Draft due at end of period) || Classroom Spelling Bee || Essay Graphic Organizers Packet (used for Pre-Writing):
 * Mon., 10/22 || Essay Graphic Organizers: Pre-Writing (pgs. 1-2) ||
 * Tues., 10/23 || Essay Graphic Organizers: Pre-Writing (pgs. 3-4) ||
 * Wed., 10/24 || Essay Graphic Organizers (Pre-Writing) DUE
 * Thurs., 10/25 || Finish writing Essay Rough Draft
 * Fri., 10/26 || Independent Reading Project and Summary due (Applying the 6 Thinking Strategies to our Independent Reading)

Essay Format (Though keep in mind this particular essay will be more than 5 paragraphs): Sample Elements "Flowers for Algernon"/"Adam and Eve" Allusion Essay (DO NOT COPY!!! IRP and Summary (due 10/26): Applying the 6 Thinking Strategies to our Independent Reading Summary Guidelines: Link to Online Summary Form: IRP Online Summary

Finish summaries for Progress Reports 1-11 Complete 6 Thinking Strategies Documentation || 247-263 Finish summaries for Progress Reports read to this point. Complete 6 Thinking Strategies Documentation || IRP/Summary due in 1 week || Finish reading Flowers for Algernon, complete "Key Incidents" Activity (last page of green packet) IRP/Summary due in 1 week || Flowers for Algernon Activities (green packet)--citing textual evidence, dramatic irony, allusion, and analyzing key incidents/dialogue:
 * || Students reading textbook version of Flowers for Algernon || Students reading the unabridged version of Flowers for Algernon ||
 * Mon., 10/15 || No School || No School ||
 * Tues., 10/16 || Work on IRP/Summary due Friday, 10/26, tour book fair || Work on IRP/Summary due Friday, 10/26 , tour book fair ||
 * Wed., 10/17 || Finish Progress Report 11, begin Progress Report 12
 * Thurs., 10/18 || Finish reading Flowers for Algernon || 264-280 ||
 * Fri., 10/19 || Complete "Key Incidents" Activity (last page of green packet)

IRP and Summary (due 10/26): Applying the 6 Thinking Strategies to our Independent Reading Summary Guidelines:

book for next IRP || Catch up day--update green packet, Prezis not yet shared, book for next IRP || green packet/summaries || 230-246 and green packet/summaries || Flowers for Algernon Activities (green packet)--citing textual evidence, dramatic irony, allusion, and analyzing key incidents/dialogue:
 * || Students reading textbook version of __Flowers for Algernon__ || Students reading the unabridged version of __Flowers for Algernon__ ||
 * Mon., 10/8 || Begin Progress Report 9, green packet/summaries || 156-194 and green packet/summaries ||
 * Tues., 10/9 || Catch up day--update green packet, Prezis not yet shared,
 * Wed., 10/10 || Complete Progress Report 9, Begin Progress Report 10,green packet/summaries || 195-212 and green packet/summaries ||
 * Thurs., 10/11 || Continue Progress Report 10,green packet/summaries || 213-229 and green packet/summaries ||
 * Fri., 10/12 || Finish Progress Report 10, Begin Progress Report 11

Pages 232-235, progress report summaries, green packet || Pages 156-194, progress report summaries, green packet || Independent Reading Project 2: Responding to our Reading-Options: Summary Template: Link to Online Summary Form: IRP Online Summary Flowers for Algernon Activities (green packet)--citing textual evidence, dramatic irony, allusion, and analyzing key incidents/dialogue:
 * || Students reading textbook version of __Flowers for Algernon__ || Students reading the unabridged version of __Flowers for Algernon__ ||
 * Mon., 10/1 || Work on Independent Reading Project and Summary (due Fri.) || Pages 1-38, progress report summaries, green packet ||
 * Tues., 10/2 || Pages 221-223, progress report summaries, green packet || Pages 39-77, progress report summaries, green packet ||
 * Wed., 10/3 || Pages 224-227, progress report summaries, green packet || Pages 78-115, progress report summaries, green packet ||
 * Thurs., 10/4 || Pages 227-231, progress report summaries, green packet || Pages 116-155, progress report summaries, green packet ||
 * Fri., 10/5 || Independent Reading Project and Summary Due

IRP book sign-up Independent Reading Receive graded work/feedback || Begin Prezi sharing || IRP and Summary due 1 week || Independent Reading Project 2: Responding to our Reading-Options: Summary Template: Link to Online Summary Form: IRP Online Summary Standard SL.8.4 Analysis:
 * Mon., Sept. 24 || Introduce IRP 2, due 10/5
 * Tues., Sept. 25 || Analyzing standard SL.8.4
 * Wed., Sept. 26 || Prezi sharing ||
 * Thurs., Sept. 27 || Prezi sharing ||
 * Fri., Sept. 28 || Camp Shalom

Written Reflection on Using the 6 Thinking Strategies/textual evidence (turned in at end of class period) || Independent Reading Project 2: Responding to Our Reading due in 2 weeks--Friday, Oct. 5 || Prezi Drafting Packet: Prezi Self/Peer Evaluation Rubric: Prezi Exemplar: Paysen's Exemplar Prezi Written Reflection on Using the 6 Thinking Strategies/textual evidence: Independent Reading Project 2: Responding to Our Reading Project Options: Summary Template: Link to Online Summary Form: IRP Online Summary
 * Mon., Sept. 17 || No School Teacher Inservice ||
 * Tues., Sept. 18 || Prezi Due
 * Wed., Sept. 19 || MAP Testing ||
 * Thurs., Sept. 20 || MAP Testing ||
 * Fri., Sept. 21 || MAP Testing

How to Make a Prezi || How to Create Paths in Prezi Continue working on Prezi || Completed Prezi due by beginning of the period tomorrow || Peer Editing Prezis Make corrections based on peer feedback. Final version of Prezi due before class begins Tuesday, Sept. 18 (no school Monday, Sept. 17 ) || Prezi Drafting Packet: Prezi Self/Peer Evaluation Rubric: Prezi Exemplar: Paysen's Exemplar Prezi Independent Reading Project Options-Using the 6 Thinking Strategies as we Read: Summary Template: Link to Online Summary Form: IRP Online Summary
 * Mon., Sept. 10 || Due: Blue Prezi Drafting Packet
 * Tues., Sept. 11 || Continue working on Prezi ||
 * Wed., Sept. 12 || IRP and Summary due
 * Thurs., Sept. 13 || Continue working on Prezi
 * Fri., Sept. 14 || Prezi due today, ready for peer editing at beginning of period.

Explanation of IRP and Summary Finish draft--Applying the 6 Thinking Strategies Assignment (rough draft packet due Mon., Sept. 10) || Work on Independent Reading Project (Project and Summary due Wed., Sept. 12) || Work on Independent Reading Project (Project and Summary due Wed., Sept. 12) || Prezi Assignment Description: Prezi Assignment Drafting Packet: Prezi Self/Peer Evaluation Rubric: Prezi Exemplar: Paysen's Exemplar Prezi Independent Reading Project Options-Using the 6 Thinking Strategies as we Read: Summary Template: Link to Online Summary Form: IRP Online Summary
 * Mon. Sept. 3 || No School-Labor Day ||
 * Tues., Sept. 4 || Work on draft--Applying the 6 Thinking Strategies Assignment (rough draft packet now due Mon., Sept. 10) ||
 * Wed., Sept. 5 || Paragraph Pre-Assessment
 * Thurs., Sept. 6 || BRI Testing
 * Fri., Sept. 7 || BRI Testing

Begin Iowa Core Pre-Assessment (Reading Informational Texts) || Introduce Prezi 6 Thinking Strategies Application Assignment. Students select partner and story. || Rough draft packet due Thursday, September 6. || Irony Recap/Study Materials: Irony Activities:
 * Mon., August 27 || Iowa Core Pre-Assessment (Reading Literature/Writing)
 * Tues., August 28 || Complete Iowa Core Pre-Assessment (Reading Informational Texts) ||
 * Wed., August 29 || Irony Assessment (study using definitions below and reviewing Irony Activities from Friday) ||
 * Thurs., August 30 || Close reading--Applying the 6 Thinking Strategies to aid comprehension (teacher modeling using "Up from Slavery," by Booker T. Washington)
 * Fri., August 31 || Continue working on 6 Thinking Strategies Prezi Assignment: Students read their selected story reading, recording how they applied the 6 Thinking Strategies as they read (on post-it notes).

Prezi Assignment: Prezi Drafting Packet: Prezi Assignment Self/Peer Evaluation Rubric: Prezi Exemplar: Paysen's Exemplar Prezi

Finish writing "All About Me" Narrative: Due tomorrow "All About Me" Word Cloud (tagxedo.com): Due tomorrow || Begin "The Ransom of Red Chief"-pg. 70, L.A. book Begin Literary Analysis Skillbuilder (Irony)-pg. 1 of yellow packet. || Complete Literary Analysis Skillbuilder (Irony)-pg. 1 of yellow packet. Begin viewing "The Ransom of Red Chief" Begin Literature in Performance (Voiceover Narration and Irony)-pg. 2 of yellow packet Begin Comparing Text and Performance-pg. 3 of yellow packet || Complete Literature in Performance (Voiceover Narration and Irony)-pg. 2 of yellow packet Complete Comparing Text and Performance-pg. 3 of yellow packet "Ransom of Red Chief" Packet due tomorrow || Irony Activities: Applying our knowledge of the three types of irony ||
 * Mon., August 20 || Take Contact Information Survey
 * Tues., August 21 || Due: "All About Me" word cloud and narrative
 * Wed., August 22 || Finish reading "The Ransom of Red Chief"-pg. 70, L.A. book
 * Thurs., August 23 || Finish viewing "The Ransom of Red Chief"
 * Fri., August 24 || Due: "Ransom of Red Chief" yellow packet

"Ransom of Red Chief" Yellow Packet: Irony Activities:

What we have to look forward to Required Materials and Being on Time "How We Are" Activity with reflection. Homework: Bring back parent letter signature. || "All About Me" Word list (due Friday) "All About Me" Pre-write (due Friday) || Check out a book! || "All About Me" word cloud: www.tagxedo.com "Begin "All About Me" narrative, will have time to work Monday. Complete "All About Me" assignment is due Tues., 8/21 Tagxedo Tutorial: || Parent Welcome Letter:  Student Welcome Letter: "How We Are" Activity with Reflection Questions: "All About Me" Assignment:
 * Mon., August 13 || No School-Teacher Inservice ||
 * Tues., August 14 || Welcome to 8th Grade!
 * Wed., August 15 || Due: Parent signatures!
 * Thurs., August 16 || Library Orientation
 * Fri., August 17 || Due: "All About Me" word list and pre-write