Unit 1: The Extraordinary in the Ordinary
Essential Standards
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Reading Logs
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Unit 1 Definitions, Synonyms, Antonyms
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Unit 1 Activities:
7/11: Extraordinary People: What made the heroes in this story stand out? What made them extraordinary?
1. Finish "Just Thought You Should know..." worksheets
2. Formulate responses from those sheets into a letter written to the teacher
3. If you finish early today, begin reading "Heroes Among Us" www.npr.org/2014/06/06/319404315/heroes-among-us-when-ordinary-people-become-extraordinary (We will begin an activity on this in class Wednesday).
1. Finish "Just Thought You Should know..." worksheets
2. Formulate responses from those sheets into a letter written to the teacher
3. If you finish early today, begin reading "Heroes Among Us" www.npr.org/2014/06/06/319404315/heroes-among-us-when-ordinary-people-become-extraordinary (We will begin an activity on this in class Wednesday).
7/12: What is a central idea? What are supporting details? What is the central idea of Heroes Among Us?
1. Independently read the following article about heroes. Then, re-read the article and circle, underline or highlight any details that you think could support the central idea of the text. Also annotate anything that you believe could indicate the central idea. The definition of "central idea' is written on your worksheet. Also, if there are any words that you do not know while reading, mark those on your worksheet in the list created for you.
Heroes among us: article: http://www.npr.org/2014/06/06/319404315/heroes-among-us-when-ordinary-people-become-extraordinary
worksheet: https://docs.google.com/a/wcpss.net/document/d/1m7fyMJclsrOhOvAMzRoQfl-LqI3k1G2JcusqeoDZKr8/edit?usp=sharing
2. Work with a partner to fill out the graphic organizer (The file below). As a class we will go over each person's answers and create a class organizer.
3. Create a short objective summary for the article.
4. Fill out the exit ticket on the back of the worksheet.
1. Independently read the following article about heroes. Then, re-read the article and circle, underline or highlight any details that you think could support the central idea of the text. Also annotate anything that you believe could indicate the central idea. The definition of "central idea' is written on your worksheet. Also, if there are any words that you do not know while reading, mark those on your worksheet in the list created for you.
Heroes among us: article: http://www.npr.org/2014/06/06/319404315/heroes-among-us-when-ordinary-people-become-extraordinary
worksheet: https://docs.google.com/a/wcpss.net/document/d/1m7fyMJclsrOhOvAMzRoQfl-LqI3k1G2JcusqeoDZKr8/edit?usp=sharing
2. Work with a partner to fill out the graphic organizer (The file below). As a class we will go over each person's answers and create a class organizer.
3. Create a short objective summary for the article.
4. Fill out the exit ticket on the back of the worksheet.
| central_idea_2fsupporting_details_chart.pdf |
Enrichment:
1. Watch this TEDTalk video: https://www.ted.com/talks/shukla_bose_teaching_one_child_at_a_time?language=en
2. Fill out the graphic organizer (file below).
1. Watch this TEDTalk video: https://www.ted.com/talks/shukla_bose_teaching_one_child_at_a_time?language=en
2. Fill out the graphic organizer (file below).
| ted_talk_objective_summary.pdf |
7/13: AOW - What is the central idea of the article? What is the theme of the article? How can we summarize the article?
1. Read the following article of the week and annotate while reading. (You may write in the margins if you would like to but that is not required).
2. (We will continue this work on Friday)
1. Summarize the article
2. Write any questions that you have as you read -or- write down any words you are unsure of and define them
3. Note 3 facts and any opinions that you see
4. Write how the writer's strategies affect the article (examples: organization, word choice, perspective, support)
5. What is the central idea? Provide 3 supporting details
6. What is the theme?
7. Answer the questions on the back of the AOW.
* We will go over our work as a class.
1. Read the following article of the week and annotate while reading. (You may write in the margins if you would like to but that is not required).
2. (We will continue this work on Friday)
1. Summarize the article
2. Write any questions that you have as you read -or- write down any words you are unsure of and define them
3. Note 3 facts and any opinions that you see
4. Write how the writer's strategies affect the article (examples: organization, word choice, perspective, support)
5. What is the central idea? Provide 3 supporting details
6. What is the theme?
7. Answer the questions on the back of the AOW.
* We will go over our work as a class.
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7/17: Extraordinary things - What makes a snowflake extraordinary?
1. We will begin a lesson on the ordinary vs the extraordinary by looking at various images and discussing them as a class. https://docs.google.com/a/wcpss.net/presentation/d/18bOQ5iHyNhw1MdexGf0j4jVx5jEk0f_EdYPcqWUd_MU/edit?usp=sharing
2. Next we will discuss what makes a snowflake extraordinary and then students will create their own snowflake.
3. On Tuesday we will read our anchor text for the unit. This text is about a man who studied and re-created snowflakes.
* Instructional Sequence
* Bentley Photo
* Extraordinary vs. ordinary images
1. We will begin a lesson on the ordinary vs the extraordinary by looking at various images and discussing them as a class. https://docs.google.com/a/wcpss.net/presentation/d/18bOQ5iHyNhw1MdexGf0j4jVx5jEk0f_EdYPcqWUd_MU/edit?usp=sharing
2. Next we will discuss what makes a snowflake extraordinary and then students will create their own snowflake.
3. On Tuesday we will read our anchor text for the unit. This text is about a man who studied and re-created snowflakes.
* Instructional Sequence
* Bentley Photo
* Extraordinary vs. ordinary images
7/18: Extraordinary people - What makes Snowflake Bentley Extraordinary? What is the central idea? What are 3 key supporting details?
1. We will read Snowflake Bentley as a class and students will pause after each section to annotate while we read. We will then take those annotations and create a central idea map as a class. To do this we will begin by sharing 3 supporting details and then deciding on a few central ideas. We will also note the theme of the story.
2. Students will answer 6 culminating comprehension questions. If they do not complete these in class, they will be homework.
1. We will read Snowflake Bentley as a class and students will pause after each section to annotate while we read. We will then take those annotations and create a central idea map as a class. To do this we will begin by sharing 3 supporting details and then deciding on a few central ideas. We will also note the theme of the story.
2. Students will answer 6 culminating comprehension questions. If they do not complete these in class, they will be homework.
7/19: Extraordinary people - What makes the character Lemon Brown extraordinary? What is the gist of the story?
1. Students will fill in their Probable Passage worksheet. As table groups, students will first place the 10 gist words that I provided, into one of the three boxes (setting, characters, problem) at the top of the sheet. If a word does not easily fit into one of these boxes, students should place those words outside of the boxes. Then, they will write a "gist statement" using the words in each of the boxes. Finally, they will write down three things that they wonder about the story or want to discover.
2. Students will begin reading "The Treasure of Lemon Brown" today in their textbooks.
3. After reading, we will discuss student's discover questions and find out if they can now answer those questions now that they have read the text.
4. Students will begin the 20 gist words worksheet.
* Notes provided*
1. Students will fill in their Probable Passage worksheet. As table groups, students will first place the 10 gist words that I provided, into one of the three boxes (setting, characters, problem) at the top of the sheet. If a word does not easily fit into one of these boxes, students should place those words outside of the boxes. Then, they will write a "gist statement" using the words in each of the boxes. Finally, they will write down three things that they wonder about the story or want to discover.
2. Students will begin reading "The Treasure of Lemon Brown" today in their textbooks.
3. After reading, we will discuss student's discover questions and find out if they can now answer those questions now that they have read the text.
4. Students will begin the 20 gist words worksheet.
* Notes provided*
7/20: Extraordinary people - How can we create an objective summary using gist words from the story, The Treasure of Lemon Brown?
1. We will first talk about the questions that students wrote down that they wanted to discover while they read, on the Probable Passage sheet. Students will share their questions and what they were able to learn after reading the story.
2. Students will finish completing their gist worksheet by placing 20 gist words from the story in the spaces provided. Students can use my 10 words to supplement the ones that they come up with in their table groups. The words I provided for the students on the first day are: treasure, lecture, blues singer, hard times, Lemon Brown, Greg Ridley, St. Louis, the South, harmonica and math.
3. Students will take their 20 gist words and write a 5 sentence summary using the words they came up with.
4. If time allows... (period 9) Students will complete the theme Model Selection Short Story worksheet for Lemon Brown in class and we will discuss.
1. We will first talk about the questions that students wrote down that they wanted to discover while they read, on the Probable Passage sheet. Students will share their questions and what they were able to learn after reading the story.
2. Students will finish completing their gist worksheet by placing 20 gist words from the story in the spaces provided. Students can use my 10 words to supplement the ones that they come up with in their table groups. The words I provided for the students on the first day are: treasure, lecture, blues singer, hard times, Lemon Brown, Greg Ridley, St. Louis, the South, harmonica and math.
3. Students will take their 20 gist words and write a 5 sentence summary using the words they came up with.
4. If time allows... (period 9) Students will complete the theme Model Selection Short Story worksheet for Lemon Brown in class and we will discuss.
7/24: Who are the main characters in the story 7th Grade? What is the central idea? What is an objective summary of the story?
1. I will provide students with definitions for vocabulary from the text that they may not know.
1. Students will begin reading "7th Grade" in their books
3. We will make a list of the characters in the story, the central idea, and write down a class summary
2. They will also answer the text dependent questions. After this, we will discuss them in a group discussion format.
1. I will provide students with definitions for vocabulary from the text that they may not know.
1. Students will begin reading "7th Grade" in their books
3. We will make a list of the characters in the story, the central idea, and write down a class summary
2. They will also answer the text dependent questions. After this, we will discuss them in a group discussion format.
7/25: What is a plot? What are the 5 parts of a plot? What is the plot of 7th Grade?
1. We will finish discussing the 7th Grade text dependent questions..
2. We will then discuss the 5 parts of a plot using this diagram: "plot"
3. Students will independently create a plot diagram for the 7th grade story they read. Then, we will create a class plot diagram. Students will turn in their plot diagram and questions.
3. Students will work on a practice worksheet to demonstrate their knowledge of plot as well as indirect and direct characterization. We will go over part A and then students will complete the short answer question, part B, for homework.
1. We will finish discussing the 7th Grade text dependent questions..
2. We will then discuss the 5 parts of a plot using this diagram: "plot"
3. Students will independently create a plot diagram for the 7th grade story they read. Then, we will create a class plot diagram. Students will turn in their plot diagram and questions.
3. Students will work on a practice worksheet to demonstrate their knowledge of plot as well as indirect and direct characterization. We will go over part A and then students will complete the short answer question, part B, for homework.
7/26: What is an objective summary of the story, Stolen Day? How is this story similar to 7th Grade? How are the main characters alike?
1. Students will take turns reading two paragraphs each aloud to the class from the story "Stolen Day."
2. When we have finished reading the text, we will discuss the storyline and summarize the story as a class.
3. Students will work on a character comparison worksheet for both the story, "7th Grade," and the story, "Stolen Day."
1. Students will take turns reading two paragraphs each aloud to the class from the story "Stolen Day."
2. When we have finished reading the text, we will discuss the storyline and summarize the story as a class.
3. Students will work on a character comparison worksheet for both the story, "7th Grade," and the story, "Stolen Day."
7/27: How is the boy in Stolen Day like Victor in 7th Grade? What do the characters do? How do others react to them or treat them?
1. We will finish reading "Stolen Day." as a class.
2. We will then compare characters in the stories 7th grade and Stolen Day with a comparison chart. If not completed in class it should be turned in Friday.
1. We will finish reading "Stolen Day." as a class.
2. We will then compare characters in the stories 7th grade and Stolen Day with a comparison chart. If not completed in class it should be turned in Friday.
7/28: What is the connotation of a word? What is the denotation of a word?
1. We will begin talking about connotation and denotation today. Students will work on a small packet as table groups.
2. I will also hand out a homework sheet at the end of class. This sheet relates to the two stories that they read most recently in class: 7th Grade and Stolen Day. This will need to be handed in on Monday along with the connotation and denotation work if that is not completed in class.
1. We will begin talking about connotation and denotation today. Students will work on a small packet as table groups.
2. I will also hand out a homework sheet at the end of class. This sheet relates to the two stories that they read most recently in class: 7th Grade and Stolen Day. This will need to be handed in on Monday along with the connotation and denotation work if that is not completed in class.
7/31: Extraordinary people - How is Julia extraordinary? What is unique about her experience? What is school like in America?
1. We began reading My First Free Summer. Students reflected in their ELA notebooks about a time when they have had to leave a special place or person. We shared these journal entries as a class.
2. Students began a graphic organizer in which t.hey detailed what school is like in 7th grade.
3. Tomorrow they will write a letter to the main character in the story, in order to tell her what it is like to go to school in the U.S.
1. We began reading My First Free Summer. Students reflected in their ELA notebooks about a time when they have had to leave a special place or person. We shared these journal entries as a class.
2. Students began a graphic organizer in which t.hey detailed what school is like in 7th grade.
3. Tomorrow they will write a letter to the main character in the story, in order to tell her what it is like to go to school in the U.S.
8/01: Writing a letter - What is school like in America? What would a student (like Julia), need to know about school?
1. We will work on our outline for our letter to Julia.
2. Students will need to then begin their rough draft of the letter in class. After completing it, I will edit their letter and give suggestions. Students will then write a final draft. Most will need class time tomorrow to do this.
HW: Students who do not finish their rough draft will need to work on that for homework tonight
** Tuesday ELA reflection HW:
1. What adversity or difficulties does Julia face in My First Free Summer? Give evidence.
2. What is the theme of the story?
3. What qualities of Julia's life distinguish her as extraordinary?
1. We will work on our outline for our letter to Julia.
2. Students will need to then begin their rough draft of the letter in class. After completing it, I will edit their letter and give suggestions. Students will then write a final draft. Most will need class time tomorrow to do this.
HW: Students who do not finish their rough draft will need to work on that for homework tonight
** Tuesday ELA reflection HW:
1. What adversity or difficulties does Julia face in My First Free Summer? Give evidence.
2. What is the theme of the story?
3. What qualities of Julia's life distinguish her as extraordinary?
8/02: Writing a letter - the writing process (revising and writing a final draft)
1. We will discuss the answers to our HW questions based on My First Free Summer.
2. Students will continue to work on their rough drafts. Rough drafts need to be completed for HW and final drafts should be begun so that we can finish those in class tomorrow and turn them in.
3. Those who have had their rough drafts edited and are also now finished with their final drafts can begin our author's purpose focus for the story using the graphic organizer.
1. We will discuss the answers to our HW questions based on My First Free Summer.
2. Students will continue to work on their rough drafts. Rough drafts need to be completed for HW and final drafts should be begun so that we can finish those in class tomorrow and turn them in.
3. Those who have had their rough drafts edited and are also now finished with their final drafts can begin our author's purpose focus for the story using the graphic organizer.
8/03: Extraordinary in the ordinary - What is extraordinary in the ordinary events of a typical day? What events were extraordinary in another person's day?
1. Students will complete their final drafts today in ELA. If they do not finish this in class, they will need to complete that for homework so that they can turn it in in class tomorrow.
2. Students who finish this assignment will begin describing the experiences of their day yesterday on a graphic organizer and detailing what made that day extraordinary. Then, students will interview a classmate about that person's day and take notes.
1. Students will complete their final drafts today in ELA. If they do not finish this in class, they will need to complete that for homework so that they can turn it in in class tomorrow.
2. Students who finish this assignment will begin describing the experiences of their day yesterday on a graphic organizer and detailing what made that day extraordinary. Then, students will interview a classmate about that person's day and take notes.
8/04: Writing a personal narrative - brainstorming and planning; 10 tips for creative and engaging narratives
1. I will introduce the topic of a personal narrative in class today. As the story, My First Free Summer, is an example of a personal narrative, students will now transition to writing their own personal narrative. It is okay if students would like to use their about yesterday story as the bones for this assignment. However, they are welcome to choose another personal experience to write about. Students will receive a handout that provides 10 tips for creative and engaging narratives. We will read this sheet aloud as class. Students are expected to use this as a guide to improve their writing once they begin their rough drafts.
2. Students will begin planning their writing by brainstorming and working on a narrative graphic organizer.
3. Students who complete this organizer, and have it checked by the teacher, may move on to beginning a rough draft of their personal narrative.
1. I will introduce the topic of a personal narrative in class today. As the story, My First Free Summer, is an example of a personal narrative, students will now transition to writing their own personal narrative. It is okay if students would like to use their about yesterday story as the bones for this assignment. However, they are welcome to choose another personal experience to write about. Students will receive a handout that provides 10 tips for creative and engaging narratives. We will read this sheet aloud as class. Students are expected to use this as a guide to improve their writing once they begin their rough drafts.
2. Students will begin planning their writing by brainstorming and working on a narrative graphic organizer.
3. Students who complete this organizer, and have it checked by the teacher, may move on to beginning a rough draft of their personal narrative.
8/07: Writing a personal narrative - planning, creating a hook, writing a rough draft
1. Students will continue to plan, and get their organizer checked by the teacher for topic approval. Any organizers not completed in class are homework.
2. Students will begin to write their rough drafts in class today and should work on their drafts for homework if they have not started,
1. Students will continue to plan, and get their organizer checked by the teacher for topic approval. Any organizers not completed in class are homework.
2. Students will begin to write their rough drafts in class today and should work on their drafts for homework if they have not started,
8/08 Writing a personal narrative - writing a rough draft, editing and revising, writing a final draft
1. Students will continue to write their rough drafts today. All planning sheets should be reviewed by me before students begin their rough drafts. If they finish their draft in class today, they will begin editing their work using this editing checklist. When writing their rough drafts, I will remind them to refer to the 10 tips packet that I gave them to improve the creativity and quality of their writing.
2. After editing, students will begin writing a final draft.
1. Students will continue to write their rough drafts today. All planning sheets should be reviewed by me before students begin their rough drafts. If they finish their draft in class today, they will begin editing their work using this editing checklist. When writing their rough drafts, I will remind them to refer to the 10 tips packet that I gave them to improve the creativity and quality of their writing.
2. After editing, students will begin writing a final draft.
8/09: ELA Vocabulary Quiz & Writing a personal narrative - editing and revising, writing or typing a final draft
1. Students will take a cumulative ELA vocabulary quiz in class today.
2. Students will continue to write their rough drafts and edit their work using this editing checklist.
3. Students will also share their rough drafts with me so that I can look over their writing, edit, and provide further suggestions. Students who complete this process will go on to type or write their final draft. Following this, they will self-evaluate their writing using this form.
4. Any rough drafts that are not completed in class should be completed for HW tonight so that we can work on our final drafts in class tomorrow and the evaluations.
1. Students will take a cumulative ELA vocabulary quiz in class today.
2. Students will continue to write their rough drafts and edit their work using this editing checklist.
3. Students will also share their rough drafts with me so that I can look over their writing, edit, and provide further suggestions. Students who complete this process will go on to type or write their final draft. Following this, they will self-evaluate their writing using this form.
4. Any rough drafts that are not completed in class should be completed for HW tonight so that we can work on our final drafts in class tomorrow and the evaluations.
8/10: Writing a personal narrative - writing or typing a final draft, self-evaluating personal narratives
1. Students will continue to type or write their final drafts in class today.
2. If students complete their writing in class, will self-evaluate their work using this form.
3. HW: Students who do not finish their writing in class will need to complete their final drafts for homework tonight.
1. Students will continue to type or write their final drafts in class today.
2. If students complete their writing in class, will self-evaluate their work using this form.
3. HW: Students who do not finish their writing in class will need to complete their final drafts for homework tonight.
8/11: Writing a personal narrative - writing or typing a final draft, self-evaluating personal narratives
1. Students will finish their final drafts in class and then evaluate their writing using this form.
2. If students finish early, they will work on a challenge assignment in which they will choose one of three topics to research. These topics are historical and are based in the time period in which the narrative, My First Free Summer, was written.
** Any final drafts not completed in class will be homework over the weekend.
1. Students will finish their final drafts in class and then evaluate their writing using this form.
2. If students finish early, they will work on a challenge assignment in which they will choose one of three topics to research. These topics are historical and are based in the time period in which the narrative, My First Free Summer, was written.
** Any final drafts not completed in class will be homework over the weekend.
8/14: Extraordinary People - The Three Century Woman
1. We will read a story called The Three Century Woman.
2. An audio version of the story is linked here.
3. Students will begin to answer the text dependent questions. The questions are also attached here as a PDF.
P9 ELA:
3. Students will create a list of 10 gist words and create a central idea for the story. Tomorrow, they will begin the text dependent questions.
1. We will read a story called The Three Century Woman.
2. An audio version of the story is linked here.
3. Students will begin to answer the text dependent questions. The questions are also attached here as a PDF.
P9 ELA:
3. Students will create a list of 10 gist words and create a central idea for the story. Tomorrow, they will begin the text dependent questions.
8/15: Extraordinary People - The Three Century Woman
1. Students will finish reading the story, The Three Century Woman, and begin working on the text dependent questions that go with the story.
2. Then, we will discuss the questions and go over the correct answers. Students will turn this into the orange tray after completing it in class.
3. Next, we will discuss the differences between non-fiction and fiction. We talk about realistic fiction and why The Three Century Woman story falls under this category.
4. Students will work on a differences between fiction and non-fiction worksheet to demonstrate their understanding.
1. Students will finish reading the story, The Three Century Woman, and begin working on the text dependent questions that go with the story.
2. Then, we will discuss the questions and go over the correct answers. Students will turn this into the orange tray after completing it in class.
3. Next, we will discuss the differences between non-fiction and fiction. We talk about realistic fiction and why The Three Century Woman story falls under this category.
4. Students will work on a differences between fiction and non-fiction worksheet to demonstrate their understanding.
8/16: Extraordinary People - applying knowledge to real world examples: How are the elderly perceived around the world?
1. Students will answer a reflection question in their ELA journals. This question gets students thinking about the elderly in their lives and the lessons and experiences that they have gained from them.
2. Students will read two articles with a table partner. These two articles discuss the well being of elderly in various countries as well as the cultural perceptions of elderly in different countries. * Attached articles: Article 1, Article 2
3. Next, students will answer a set of questions that follow the articles. They will work together to complete this assignment.
1. Students will answer a reflection question in their ELA journals. This question gets students thinking about the elderly in their lives and the lessons and experiences that they have gained from them.
2. Students will read two articles with a table partner. These two articles discuss the well being of elderly in various countries as well as the cultural perceptions of elderly in different countries. * Attached articles: Article 1, Article 2
3. Next, students will answer a set of questions that follow the articles. They will work together to complete this assignment.
9/11: Extraordinary World - "Miracles" - Use of figurative language
1. Students will read a poem by Walt Whitman called "Miracles."
2. Students will then work in table groups to answer text dependent questions. We will discuss the correct responses as a class.
3. P9 HW: Students will be assigned the following question in their journals: Write a paragraph describing your favorite outdoor place. Think about the smells, sights, tastes, sounds and textures of this place as you write. Include Imagery from all 5 senses in your paragraph.
1. Students will read a poem by Walt Whitman called "Miracles."
2. Students will then work in table groups to answer text dependent questions. We will discuss the correct responses as a class.
3. P9 HW: Students will be assigned the following question in their journals: Write a paragraph describing your favorite outdoor place. Think about the smells, sights, tastes, sounds and textures of this place as you write. Include Imagery from all 5 senses in your paragraph.
9/12: Extraordinary World - "Onomatopoeia" and "Four Skinny Trees" - Use of figurative language
P2:
1. Students will finish their questions in class.
2. Students will watch a short imagery video with me in order to demonstrate examples of the different types of imagery authors use in a text.
3. Students will write a paragraph in their journals with the following directions: Write a paragraph describing your favorite outdoor place. Think about the smells, sights, tastes, sounds and textures of this place as you write. Include imagery from all 5 senses in your paragraph.
4. We will share these paragraphs as a whole class.
5. Students will copy down the definitions of "onomatopoeia" and "alliteration" from the board. They will write their own definition of imagery as well.
P9:
1. Students will share their paragraphs as a class.
2. Students will turn these into me and then begin to copy down the definitions of "onomatopoeia" and "alliteration" from the board. They will write their own definition of imagery as well. Onomatopoeia - a sound associated with a word. Ex - "meow" for a cat. Alliteration - repetition of a letter or sound at the beginning of closely connected words.
3. Students will then read an excerpt from the story, "onomatopoeia" with me as a class. We will find examples of onomatopoeia in the text. Then, we will read four_skinny_trees_.docx and students will find examples of metaphors, personification and alliteration in the text.
4. Students will answer text dependent questions that compare the two readings. This is HW if not completed in class.
P2:
1. Students will finish their questions in class.
2. Students will watch a short imagery video with me in order to demonstrate examples of the different types of imagery authors use in a text.
3. Students will write a paragraph in their journals with the following directions: Write a paragraph describing your favorite outdoor place. Think about the smells, sights, tastes, sounds and textures of this place as you write. Include imagery from all 5 senses in your paragraph.
4. We will share these paragraphs as a whole class.
5. Students will copy down the definitions of "onomatopoeia" and "alliteration" from the board. They will write their own definition of imagery as well.
P9:
1. Students will share their paragraphs as a class.
2. Students will turn these into me and then begin to copy down the definitions of "onomatopoeia" and "alliteration" from the board. They will write their own definition of imagery as well. Onomatopoeia - a sound associated with a word. Ex - "meow" for a cat. Alliteration - repetition of a letter or sound at the beginning of closely connected words.
3. Students will then read an excerpt from the story, "onomatopoeia" with me as a class. We will find examples of onomatopoeia in the text. Then, we will read four_skinny_trees_.docx and students will find examples of metaphors, personification and alliteration in the text.
4. Students will answer text dependent questions that compare the two readings. This is HW if not completed in class.
9/13: Extraordinary World - "Onomatopoeia" and "Four Skinny Trees" - Use of Figurative Language
P2:
1. Students will first read an excerpt from the story, "onomatopoeia" with me as a class. We will find examples of onomatopoeia in the text. Then, we will read four_skinny_trees_.docx and students will find examples of metaphors, personification and alliteration in the text.
2. Students will answer text dependent questions that compare the two readings.
3. Students will finish class by reading an AOW (article of the week) and answer the questions that follow.
P9:
1. We will first go over the text dependent questions that students worked on yesterday.
2. Students will read an AOW (article of the week) related to Spanish colonization. The article is about archaeological discovery in the area of the ancient Aztec empire.
3. Students will have independent reading time in class today.
P2:
1. Students will first read an excerpt from the story, "onomatopoeia" with me as a class. We will find examples of onomatopoeia in the text. Then, we will read four_skinny_trees_.docx and students will find examples of metaphors, personification and alliteration in the text.
2. Students will answer text dependent questions that compare the two readings.
3. Students will finish class by reading an AOW (article of the week) and answer the questions that follow.
P9:
1. We will first go over the text dependent questions that students worked on yesterday.
2. Students will read an AOW (article of the week) related to Spanish colonization. The article is about archaeological discovery in the area of the ancient Aztec empire.
3. Students will have independent reading time in class today.
9/14: Extraordinary World - Extraordinary in the ordinary - Nature and Earth (Central Idea and Theme)
1. We will watch a TEDtalk video: www.ted.com/playlists/151/earth_appreciated as a class about the hidden miracles of the natural world.
2. Then, students will work in groups to complete a central idea and supporting details chart.
3. We will create a class list of central ideas and then decide on which we think is the best.
4. Finally, we will share examples from the video that can serve as supporting details for the central idea. We will also talk about the theme of the video.
1. We will watch a TEDtalk video: www.ted.com/playlists/151/earth_appreciated as a class about the hidden miracles of the natural world.
2. Then, students will work in groups to complete a central idea and supporting details chart.
3. We will create a class list of central ideas and then decide on which we think is the best.
4. Finally, we will share examples from the video that can serve as supporting details for the central idea. We will also talk about the theme of the video.
9/15:
9/18: Extraordinary World - "Zoo" short story - Close Reading
1. Students will write down three new definitions in their notes for the words irony, central idea (reinforcing this vocabulary word), and inference.
1. Students will individually read the short Story "Zoo", in their textbooks.
2. Students and I will begin to go over the text dependent questions that follow the text and discuss how Zoo incorporates irony.
1. Students will write down three new definitions in their notes for the words irony, central idea (reinforcing this vocabulary word), and inference.
1. Students will individually read the short Story "Zoo", in their textbooks.
2. Students and I will begin to go over the text dependent questions that follow the text and discuss how Zoo incorporates irony.
9/19: Extraordinary World - Zoo short story and "All Summer in a Day" - Irony and Making Inferences
1. Students will continue to answer text dependent questions that they worked on yesterday in class and turn in their competed sheets to me in class.
2. We will then discuss the use of irony in the text. The existence of a "reverse zoo," is something that students will discover on their own by discussing the text aloud as a class. We will also discuss how we can "infer" using textual evidence.
ELA P9:
2. Students will begin an activity for a new story, "All Summer in a Day." This activity requires students to describe an image of an outdoor scene (rainy or sunny) with 8-10 descriptive adjectives, on a worksheet.
1. Students will continue to answer text dependent questions that they worked on yesterday in class and turn in their competed sheets to me in class.
2. We will then discuss the use of irony in the text. The existence of a "reverse zoo," is something that students will discover on their own by discussing the text aloud as a class. We will also discuss how we can "infer" using textual evidence.
ELA P9:
2. Students will begin an activity for a new story, "All Summer in a Day." This activity requires students to describe an image of an outdoor scene (rainy or sunny) with 8-10 descriptive adjectives, on a worksheet.
9/20: Extraordinary World - "All Summer in a Day" - Mood and Setting
1. Students will complete their raindrop/sun imagery descriptions and then share them with a partner - discussing the contrasts that they see in the images. We will then talk about what makes these images extraordinary and what makes weather seem extraordinary.
2. Then, students will read "All Summer in a Day" in their textbooks.
3. Next, Students will be given two sticky notes each and will be asked to write down one example of the setting from the text, and one example of the mood from the text, on a sticky note and then place those on the board in the appropriate spot.
4. We will discuss both the setting and the mood of the text by sharing these student chosen examples.
1. Students will complete their raindrop/sun imagery descriptions and then share them with a partner - discussing the contrasts that they see in the images. We will then talk about what makes these images extraordinary and what makes weather seem extraordinary.
2. Then, students will read "All Summer in a Day" in their textbooks.
3. Next, Students will be given two sticky notes each and will be asked to write down one example of the setting from the text, and one example of the mood from the text, on a sticky note and then place those on the board in the appropriate spot.
4. We will discuss both the setting and the mood of the text by sharing these student chosen examples.
9/21: Extraordinary World - All Summer in a Day - Author's Purpose
1. Students will complete an author's purpose sheet in class with me. Then, we will go over that sheet in order to understand why the author wrote this particular text and why authors write stories in general.
2. Students will complete a setting worksheet or characterization worksheet that will coincide with their chosen essay topic. Tomorrow they will write an essay in class. At the end of class students will prepare for their essay by planning a response.
2. Students will be given a vocabulary builder / figurative language enrichment worksheet to complete for HW (in ELA 9).
1. Students will complete an author's purpose sheet in class with me. Then, we will go over that sheet in order to understand why the author wrote this particular text and why authors write stories in general.
2. Students will complete a setting worksheet or characterization worksheet that will coincide with their chosen essay topic. Tomorrow they will write an essay in class. At the end of class students will prepare for their essay by planning a response.
2. Students will be given a vocabulary builder / figurative language enrichment worksheet to complete for HW (in ELA 9).
9/22: Extraordinary World - All Summer in a Day - In Class Essay Assignment
1. Students will write their essays in class today and submit.
1. Students will write their essays in class today and submit.
