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Q3 Week of March 11, 2019
Language Arts - Hours 1, 2, 4 & 6-7 Common Core Standards
Mon. |
First hour pledge
1. Vocabulary for chapters 8 & 9:
Vocabulary acquisition handout to be used with the words above. REMEMBER: this is a double-sided document... READ AND FOLLOW THE DIRECTIONS CAREFULLY! Side one is due tomorrow, so you will be ready to move onto side two - making vocabulary connections to the real world. |
Target for learning:
CCSS.ELA-LITERACY.RL.7.3 Identify and analyze particular elements of a story and features of a mystery. Critical content for lesson: Understanding of elements of narrative and features of mysteries in context. |
Tues. |
First hour pledge
1st hour: Because only half of the class was prepared, class was split into two groups. I continued with the group that was responsible and ready to move on. The group of students who often do not have the work finished did not hold back the group, nor can I allow this any more. A good-sized group of us started reading chapter eight. The rest of the day: Due to band festival, we only got to
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Wed. |
First hour pledge
1. Check in vocab and discuss connections to real world.
2.Read Chapter 8 and aloud in large circle. Discuss context clues during reading.
Resources required at this point in the unit:
Novel synopsis As we read, we need to make sure to list elements of narrative and features of the mystery genre for support and proof that this novel is a mystery narrative. Student handout of rising action Figurative language document |
Target for learning:
CCSS.ELA-LITERACY.RL.7.3 Identify and analyze particular elements of a story. Critical content for lesson: Understanding of elements of narrative and features of mysteries in context. Target for learning: RL.7.4 Figure out the deeper meanings of words and phrases as they are used in a story by thinking about how they are used in context Critical content for lesson: Understanding grade-level text and vocabulary knowledge |
Thurs
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Targets for learning:
RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. .RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Critical content for lesson: 1st and 3rd person point of view and character's thoughts and feelings. |
Fri. |
First hour pledge 1. . Some hours might have to have Mr. Gussert read chapter 9 with prior to beginning the vocabulary quiz. 1. If we started chapter nine on Thursday, and it was the students' job to finish the chapter, then students will begin the hour with the quiz. 2. After the quiz, students need to finish their figurative language up through chapter nine. 3. If time permits during the hour, students will begin matching chapters 10 & 11 terms. If there is no time in class, I want the terms matched and all filled in prior to getting back on Monday. Students can use the dictionary to look up the words then find a definition on the list that matches and match it to the word. |
Targets for learning: See aforementioned Critical content for lesson: See aforementioned |