Unit 2: Life is Not Fair
Essential Standards
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Sept, Oct & Nov Reading Logs
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Unit 2 Activities:
9/25: Introduction to Unit 2: Life is Not Fair
1. Students will begin the new ELA unit by participating in a survey that requires students to reflect about the idea of fairness. After completing we will discuss student responses as a class.
2. After completing the survey, students will read an article from Commonlit entitled, "Life Isn't Fair - Deal With it."
3. We will summarize the author's main points and then students will need to mark agree or disagree beside each of the rules that the author states at the end of the article.
4. Students will complete the text dependent questions at the end of the article, as HW.
** Today I officially began assigning work on Google Classroom. However, there will also still be some assignments that students will need to complete on paper. Please continue to consult this site for information about classwork/HW.
1. Students will begin the new ELA unit by participating in a survey that requires students to reflect about the idea of fairness. After completing we will discuss student responses as a class.
2. After completing the survey, students will read an article from Commonlit entitled, "Life Isn't Fair - Deal With it."
3. We will summarize the author's main points and then students will need to mark agree or disagree beside each of the rules that the author states at the end of the article.
4. Students will complete the text dependent questions at the end of the article, as HW.
** Today I officially began assigning work on Google Classroom. However, there will also still be some assignments that students will need to complete on paper. Please continue to consult this site for information about classwork/HW.
9/26: Q1 Benchmark Test
1. Students will take a 21 question assessment for Q1. This assessment will not be a grade for my class... but is required by the county.
1. Students will take a 21 question assessment for Q1. This assessment will not be a grade for my class... but is required by the county.
9/27: Lottery Interview - Introduction to "The Lottery"
1. Students will listen the audio of an NPR interview with a jackpot lottery winner. They will follow along by reading the transcribed words on their paper copy.
2. I will pause to summarize the interview with students.
3. Students will participate in a chalk-talk in which they will comment on Brad Duke's response to winning the lottery and how it affected his life.
4. Students will comment on other's statements by rotating tables and making additional comments on the multiple chalk-talk chart papers in the room.
5. Students will complete an exit ticket on an index card. On the front they will write a response to: "what would you do if you won the lottery?" On the back they will write a response to: "What would you definitely NOT do if you won the lottery?"
1. Students will listen the audio of an NPR interview with a jackpot lottery winner. They will follow along by reading the transcribed words on their paper copy.
2. I will pause to summarize the interview with students.
3. Students will participate in a chalk-talk in which they will comment on Brad Duke's response to winning the lottery and how it affected his life.
4. Students will comment on other's statements by rotating tables and making additional comments on the multiple chalk-talk chart papers in the room.
5. Students will complete an exit ticket on an index card. On the front they will write a response to: "what would you do if you won the lottery?" On the back they will write a response to: "What would you definitely NOT do if you won the lottery?"
9/28: "The Lottery" By: Percy Jackson
1. Students will go to their Google Classroom period and then click on the link to Commonlit. Period 2 ELA will use the code: B4V87 to find the assigned text, "The Lottery". Period 9 will use the code: 6QYW6.
P2:
1. Students will follow along while I play the audio of the text. We will pause to answer each of the questions that pop up throughout the text.
P9:
2. Students will read aloud, taking turns reading paragraphs of the text and then we will pause to answer each of the questions that pop up throughout the text.
1. Students will go to their Google Classroom period and then click on the link to Commonlit. Period 2 ELA will use the code: B4V87 to find the assigned text, "The Lottery". Period 9 will use the code: 6QYW6.
P2:
1. Students will follow along while I play the audio of the text. We will pause to answer each of the questions that pop up throughout the text.
P9:
2. Students will read aloud, taking turns reading paragraphs of the text and then we will pause to answer each of the questions that pop up throughout the text.
10/02: "The People Could Fly"
1. Students will read "The People Could Fly" as a class.
2. Students will complete a question set for the text in class as well as work on this assignment for HW if it is not completed in class.
1. Students will read "The People Could Fly" as a class.
2. Students will complete a question set for the text in class as well as work on this assignment for HW if it is not completed in class.
10/03: "The People Could Fly"
1. Students will use a bubble map (indicated on the first page of "The People Could Fly" document) to individually indicate their opinion about hope.
2. We will then discuss student's completed maps and talk about how the concept of hope applies to the events of this story.
3. Students will turn in their bubble maps at the end of class along with a gist summary of the story itself.
1. Students will use a bubble map (indicated on the first page of "The People Could Fly" document) to individually indicate their opinion about hope.
2. We will then discuss student's completed maps and talk about how the concept of hope applies to the events of this story.
3. Students will turn in their bubble maps at the end of class along with a gist summary of the story itself.
10/04: Intro to Project Based Learning Project: Child Labor in the Chocolate Industry
1. Students will respond to a question on the board: What is your favorite chocolate and how do you think it is made?
2. I will show students a video from History.com about the commercial process of making chocolate.
3. We will transition then to a CNN video about the issue of child labor in the making of chocolate.
4. Students and I will discuss the video and the problem as a conclusion to the class and as a way to segway into the project tomorrow.
1. Students will respond to a question on the board: What is your favorite chocolate and how do you think it is made?
2. I will show students a video from History.com about the commercial process of making chocolate.
3. We will transition then to a CNN video about the issue of child labor in the making of chocolate.
4. Students and I will discuss the video and the problem as a conclusion to the class and as a way to segway into the project tomorrow.
10/05: Project Based Learning Project: Child Labor in the Chocolate Industry - Informational writing / visuals and research
1. Students will begin their project after instruction. They will be tasked with working with a partner or individually (depending on resources) to create either a newsletter, infographic or Google Slides / PPT presentation to present their research on child labor in the chocolate making industry. Their audience will be the students and the teachers at their school. They will need to include at least three facts, their opinion on the problem, as well as talk about why it is an issue.
2. Students were given a newsletter template and an infographic template that they can work from as well as ideas for research (written on the board) and taken directly from the CNN video we watched yesterday.
3. Students will begin by researching the problem and creating a plan for their product.
1. Students will begin their project after instruction. They will be tasked with working with a partner or individually (depending on resources) to create either a newsletter, infographic or Google Slides / PPT presentation to present their research on child labor in the chocolate making industry. Their audience will be the students and the teachers at their school. They will need to include at least three facts, their opinion on the problem, as well as talk about why it is an issue.
2. Students were given a newsletter template and an infographic template that they can work from as well as ideas for research (written on the board) and taken directly from the CNN video we watched yesterday.
3. Students will begin by researching the problem and creating a plan for their product.
10/06: Project Based Learning Project: Child Labor in the Chocolate Industry - Informational writing / visuals and research
1. Students will continue researching the problem and creating a plan for their product if not yet complete.
2. They will also work on their final product. This assignment should be homework over the weekend. Some class time Monday will also be provided. The project is due on Tuesday morning.
1. Students will continue researching the problem and creating a plan for their product if not yet complete.
2. They will also work on their final product. This assignment should be homework over the weekend. Some class time Monday will also be provided. The project is due on Tuesday morning.
10/09: Project Based Learning Project: Child Labor in the Chocolate Industry - Informational writing / visuals and research
1. Students will continue to work on their final product.The project is due on Tuesday morning and students who would like to present their work will be given the opportunity to do so.
1. Students will continue to work on their final product.The project is due on Tuesday morning and students who would like to present their work will be given the opportunity to do so.
10/10: Project Based Learning Project: Child Labor in the Chocolate Industry - Informational writing / visuals and research
1. Students will present their projects in class today and we will discuss what we learned.
1. Students will present their projects in class today and we will discuss what we learned.
10/11: Navajo Students in Western Schools
1. Students will read an article about Navajo students in western schools. As they are reading, they will complete reading tasks. Task 1 is to be completed individually and tasks 2 and 3 are to be completed with a table group.
2. Students will then complete text dependent questions for HW.
1. Students will read an article about Navajo students in western schools. As they are reading, they will complete reading tasks. Task 1 is to be completed individually and tasks 2 and 3 are to be completed with a table group.
2. Students will then complete text dependent questions for HW.
10/12: Native Americans: Contact and Conflict
1. Students will watch a video from Discovery Education about the interaction between Native Americans and Europeans.
2. As we watch as a class, students will complete a worksheet (on a Google Doc attached to Google Classroom) that asks students to analyze and write the gist and main idea of each section of the video.
1. Students will watch a video from Discovery Education about the interaction between Native Americans and Europeans.
2. As we watch as a class, students will complete a worksheet (on a Google Doc attached to Google Classroom) that asks students to analyze and write the gist and main idea of each section of the video.
10/13: Native Americans: Contact and Conflict
1. Students will continue to watch (until 20 minutes) a video from Discovery Education about the interaction between Native Americans and Europeans.
2. As we watch as a class, students will complete their worksheet (on a Google Doc attached to Google Classroom) that asks students to analyze and write the gist and main idea of each section of the video.
1. Students will continue to watch (until 20 minutes) a video from Discovery Education about the interaction between Native Americans and Europeans.
2. As we watch as a class, students will complete their worksheet (on a Google Doc attached to Google Classroom) that asks students to analyze and write the gist and main idea of each section of the video.
10/16: I am a Native of North America
1. Students will complete an anticipation guide prior to reading the text. This guide has 3 statements listed that students will respond to before reading, as well as after reading. They will write agree or disagree for each statement in both columns.
2. Then, students will read the story, "I am a Native of America," independently and annotate the story. Students will write gist summary phrases or words beside each section of the text.
1. Students will complete an anticipation guide prior to reading the text. This guide has 3 statements listed that students will respond to before reading, as well as after reading. They will write agree or disagree for each statement in both columns.
2. Then, students will read the story, "I am a Native of America," independently and annotate the story. Students will write gist summary phrases or words beside each section of the text.
10/17: I am a Native of North America - Discussion & World Cafe
1. Students will finish reading the story.
2. Then. we will discuss each section of the text. Students in P2 ELA will complete the text dependent questions that follow.
In p9, students will participate in a world cafe to answer the teacher edited questions that follow.
1. Students will finish reading the story.
2. Then. we will discuss each section of the text. Students in P2 ELA will complete the text dependent questions that follow.
In p9, students will participate in a world cafe to answer the teacher edited questions that follow.
10/18: Field Trip to United Skates
p9: Students will complete the world cafe discussion.
p9: Students will complete the world cafe discussion.
10/19: I am a Native of North America Test
1. Students will take a multiple choice assessment and choose an essay from the 2-3 options to write a response to.
1. Students will take a multiple choice assessment and choose an essay from the 2-3 options to write a response to.
"10/20: AOW - "A Seminole Warrior Cloaked in Defiance"
1. Students will read an article chosen from Newsela that ties into our reading about Native American culture and a warrior named Osceola.
2. Students will complete the questions that follow and we will discuss them as a class.
in P9, students will also watch a video as an introduction and then read the text. Students will participate in a socratic seminar with Ms. Rudder as a whole class.
1. Students will read an article chosen from Newsela that ties into our reading about Native American culture and a warrior named Osceola.
2. Students will complete the questions that follow and we will discuss them as a class.
in P9, students will also watch a video as an introduction and then read the text. Students will participate in a socratic seminar with Ms. Rudder as a whole class.
10/23: Introduction to "MK"
1. Students will write a reflection response to the following statement on the board: "Think of a time when you knew something important was going to happen to you (Examples: moving to a new town or school, anticipating a party, gift, birthday, sleepover). Describe how you expected to feel when the event took place and compare/contrast how you felt when it happened."
2. Then, students will complete an anticipation guide that requires them to think about cultural statements related to the story MK.
3. Finally, students will then read the story independently.
1. Students will write a reflection response to the following statement on the board: "Think of a time when you knew something important was going to happen to you (Examples: moving to a new town or school, anticipating a party, gift, birthday, sleepover). Describe how you expected to feel when the event took place and compare/contrast how you felt when it happened."
2. Then, students will complete an anticipation guide that requires them to think about cultural statements related to the story MK.
3. Finally, students will then read the story independently.
10/24: "MK" - Context Clues & Reading
P2 ELA:
3. Students will watch a BrainPop video about context clues and will have a worksheet that they will complete in order to better understand the practice of using the context of a story to define key terms.
4. Students will have HW tonight about the story, MK. This HW is also further practice with context clues. The HW sheet is the last page attached to the story. Students can use the attached story to help them complete the HW. They can also find the story attached on their Google Classroom page.
P9 ELA:
1. Students will read the story in their reading groups and then complete the vocabulary sheet sheet assigned.
2. A structure of the text worksheet will be assigned for HW.
P2 ELA:
3. Students will watch a BrainPop video about context clues and will have a worksheet that they will complete in order to better understand the practice of using the context of a story to define key terms.
4. Students will have HW tonight about the story, MK. This HW is also further practice with context clues. The HW sheet is the last page attached to the story. Students can use the attached story to help them complete the HW. They can also find the story attached on their Google Classroom page.
P9 ELA:
1. Students will read the story in their reading groups and then complete the vocabulary sheet sheet assigned.
2. A structure of the text worksheet will be assigned for HW.
10/25: "MK" - Context Clues & Structure of The Text
P2 ELA:
1. Students will complete a structure of the text worksheet individually.
2. We will discuss this sheet and the narrator's feelings regarding the setting and objects in the story as a class.
3. Students will also discuss the main idea of the text.
4. Students will have the remainder of class for independent reading time.
p9 ELA:
1. Students will watch a BrainPop video about context clues that will help them to better understand the practice of using the context of a story to define key terms.
2. Then, students will complete a worksheet that requires students to practice using context clues. (pages 2 and 3 of the attached document).
P2 ELA:
1. Students will complete a structure of the text worksheet individually.
2. We will discuss this sheet and the narrator's feelings regarding the setting and objects in the story as a class.
3. Students will also discuss the main idea of the text.
4. Students will have the remainder of class for independent reading time.
p9 ELA:
1. Students will watch a BrainPop video about context clues that will help them to better understand the practice of using the context of a story to define key terms.
2. Then, students will complete a worksheet that requires students to practice using context clues. (pages 2 and 3 of the attached document).
10/26: "MK" - Context Clues & Structure of The Text
P2 ELA:
1. Students will complete another context clues worksheet that will help to further practice their context clues.
P9 ELA:
1. We will go over the assigned structure of the text worksheet and then complete a group activity based on the text dependent questions for this story.
2. We will discuss the narrator's feelings regarding the setting and objects in the story as a class.
3. Students will also discuss the main idea of the text.
4. Students will have the remainder of class for independent reading time.
P2 ELA:
1. Students will complete another context clues worksheet that will help to further practice their context clues.
P9 ELA:
1. We will go over the assigned structure of the text worksheet and then complete a group activity based on the text dependent questions for this story.
2. We will discuss the narrator's feelings regarding the setting and objects in the story as a class.
3. Students will also discuss the main idea of the text.
4. Students will have the remainder of class for independent reading time.
10/27: AOW - Syrian Refugee's perilous Journey - NEWSELA
P2 ELA:
1. Students will circulate in the library
2. Students will read an article from NEWSELA about a Syrian refugee's journey to Germany.
3. Then, we will discuss the text as a class.
P9 ELA:
1. After circulating in the library, students will have independent reading time in class.
P2 ELA:
1. Students will circulate in the library
2. Students will read an article from NEWSELA about a Syrian refugee's journey to Germany.
3. Then, we will discuss the text as a class.
P9 ELA:
1. After circulating in the library, students will have independent reading time in class.
10/30: MK and "First They Came.." - Analyzing Structure
P2 ELA:
1. Students will complete a group activity based on the text dependent questions for the story, MK.
2. We will then share the answers as a class.
p9 ELA:
1. Students will read the poem, "First They Came" for the theme of our unit, life is not fair.
2. Students will complete the questions that follow.
3. Then. we will complete the discussion questions on Google Classroom and discuss them as a class.
P2 ELA:
1. Students will complete a group activity based on the text dependent questions for the story, MK.
2. We will then share the answers as a class.
p9 ELA:
1. Students will read the poem, "First They Came" for the theme of our unit, life is not fair.
2. Students will complete the questions that follow.
3. Then. we will complete the discussion questions on Google Classroom and discuss them as a class.
10/31: First They Came... - Analyzing a Poem
1. Students will read, “First They Came," individually.
2. Then, we will discuss the historical context of the text. (students will make guesses and provide reasons for their guesses). Then, students will complete the questions on the back of the sheet. We will go over the correct answers, having students correct their mistakes.3. Students will work on the discussion questions in pairs. They will answer these on the sheet provided. They will use the text to help them answer the questions. Everyone needs to turn in their own copy at the end of class.
**Both the discussion questions and the reading/question sheet should be turned into the orange tray (even if not completed).
1. Students will read, “First They Came," individually.
2. Then, we will discuss the historical context of the text. (students will make guesses and provide reasons for their guesses). Then, students will complete the questions on the back of the sheet. We will go over the correct answers, having students correct their mistakes.3. Students will work on the discussion questions in pairs. They will answer these on the sheet provided. They will use the text to help them answer the questions. Everyone needs to turn in their own copy at the end of class.
**Both the discussion questions and the reading/question sheet should be turned into the orange tray (even if not completed).
11/1: NEWSELA: Thousands of Students Work to Make Middle School Lunchrooms Friendlier - Life in Not Fair Theme
1. Students read a NEWSELA story that goes with out life is not fair theme. We then discussed the questions that concluded the text, as a class.
1. Students read a NEWSELA story that goes with out life is not fair theme. We then discussed the questions that concluded the text, as a class.
11/2: "Two Kinds" - Life is Not Fair Theme
P2: A Signs of Suicide lesson from guidance took place during this period for 7-2 students.
P9:
1. Students wrote down the vocabulary terms from the reading as well as the definitions. Then, they began reading the story, "Two Kinds," in their literature books. Students read this story individually. After reading, students completed the three sentence starter questions by inserting one or more vocabulary terms into the sentence response.
P2: A Signs of Suicide lesson from guidance took place during this period for 7-2 students.
P9:
1. Students wrote down the vocabulary terms from the reading as well as the definitions. Then, they began reading the story, "Two Kinds," in their literature books. Students read this story individually. After reading, students completed the three sentence starter questions by inserting one or more vocabulary terms into the sentence response.
11/3: Two Kinds - Reading and Working with Vocabulary
P2:
1. Students in P2 wrote down the vocabulary terms from the reading as well as the definitions. Then, they read the story "Two Kinds," individually in their literature books.
P9:
1. Students worked on a "Two Kinds" worksheet with comprehension questions, reading check questions, and reflection questions.
P2:
1. Students in P2 wrote down the vocabulary terms from the reading as well as the definitions. Then, they read the story "Two Kinds," individually in their literature books.
P9:
1. Students worked on a "Two Kinds" worksheet with comprehension questions, reading check questions, and reflection questions.
11/6: Two Kinds Summative Mini Project
1. Students will begin a project today that will demonstrate their understanding of the text, "Two Kinds." Students will have class time today as well as Tuesday, to work on this assignment.
1. Students will begin a project today that will demonstrate their understanding of the text, "Two Kinds." Students will have class time today as well as Tuesday, to work on this assignment.
11/7: Two Kinds Summative Mini Project
1. Students will have class time today as well as Wednesday, to work on this assignment.
1. Students will have class time today as well as Wednesday, to work on this assignment.
11/8: Two Kinds Summative Mini Project
1. Students will have class time today to work on this assignment. Students will be reminded that tomorrow we will only have a little bit of time to work on this project, as we are going to be reading an article of the week. Projects are due at the end of the school day unless a student as been absent.
1. Students will have class time today to work on this assignment. Students will be reminded that tomorrow we will only have a little bit of time to work on this project, as we are going to be reading an article of the week. Projects are due at the end of the school day unless a student as been absent.
11/9: A.O.W.
1. Students will read an article of the week and answer the questions that follow. We will go over this in class after students have read the story and answered the questions individually.
2. Projects are due at the end of the school day ***
1. Students will read an article of the week and answer the questions that follow. We will go over this in class after students have read the story and answered the questions individually.
2. Projects are due at the end of the school day ***