Ms. Jackson
Ponchatoula Junior High School
315 E Oak St, Ponchatoula, LA 70454
(985) 474-8780
In the following slides you will find links for unit materials, bellwork, and homework in addition to weekly lesson plans. Items in red are anticipated grades for the week.
Please feel free to contact me through email with any
questions about the agenda or assignments.
etasha.jackson@tangischools.org
Unit 1 Materials: “The Giver” (Note: This week’s agenda is on side three.)
Text and Video Resources | Accelerate Lessons | Vocabulary | Slides and Student Resources |
The Giver (anchor text) The Hunger Games (Chapters 1-2) The Hunger Games (video clip) The Human Abstract-Williams Blake Harrison Bergeron-Kurt Vonnegut, Jr. “The Road Not Taken” (Poem) “Imagine All the People” (lyrics video)-John Lennon | Censorship Conformity Why Teens Find the End of the World So Appealing *These texts are used as bellwork/small group lessons, and will culminate into a comprehension quiz. |
Ms. Jacksons’ ELA Agenda for the week of: August 12-16 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: |
Class Slides: Click Here |
Class Slides: Click Here | |||
HWK: |
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Ms. Jacksons’ ELA Agenda for the week of: August 19-23 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit 1 Lesson 2 Continue to analyze the setting. -Finish reading Chapter 1 of The Giver -Make inferences about Jonas’ community (the text’s setting) based on character interactions. Class Slides: Click Here | Unit 1 Lesson 3 -Determine the meaning and purpose of the Preamble to the United States Constitution and preview essential questions. -Summarize the Preamble to the U.S. Constitution by examining and defining words in context and paraphrasing -Analyze the meaning and purpose of the Preamble to the U.S. Constitution --Discuss the Unit Essential Questions Class Slides: Click Here | Finish Lesson 3 -Determine the meaning and purpose of the Preamble to the United States Constitution and preview essential questions. -Summarize the Preamble to the U.S. Constitution by examining and defining words in context and paraphrasing -Analyze the meaning and purpose of the Preamble to the U.S. Constitution --Discuss the Unit Essential Questions Class Slides: Click Here | Unit 1: Lesson 4 Unit: The Giver Lesson: 4 (Day 2 of 2) Topic: Analyze character interactions -Complete a summary of chapter 2 (RL p. 14W) -Answer question 3 on p. 24W in RL. -Create a CER paragraph- Oncourse Lesson 4 CER Class Slides: Click Here | |
HWK: | | | | | |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: August 26-30 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit: The Giver Lesson: 4 (Day 2 of 2) Topic: Analyze character interactions -Complete a summary of chapter 2 (RL p. 14W) -Answer question 3 on p. 24W in RL. -Create a CER paragraph- Oncourse Lesson 4 CER Class Slides: Click Here | Unit: The Giver Lesson: 5 Topic: Analyze Jonas’ memory and make inferences about character and setting -Read Chapter 3 (p. 25-32) modified- (15-20) of The Giver and discuss -Complete a summary of chapter. 3 (RL p. 14W) -Define words in context -Respond to questions on split page notes on p. 26W of RL. Class Slides: Click Here | Unit: The Giver Lesson: 6 (Day 1 of 2) Topic: Analyze repeated incidents in the text and make inferences about their meaning -Read Chapter 4-5 (p. 33-50) modified- (21-32) of The Giver and discuss -Complete a summary of chapter 4-5 (RL p. 14W) -Complete the Incident Chart (RL p. 29W) -Make inferences about how release is viewed by Jonas and his community Class Slides: Click Here | Unit 1: The Giver Lesson 6 Unit: The Giver Lesson: 6 (Day 2 of 2) Topic: Complete reading, summarize chapter, & Extension Task -Read Chapter 6 (p. 51-62) modified- (33-42) of The Giver and discuss -Complete a summary of chapters 6 (RL p. 15W)
Class Slides: Click Here | Unit: The Giver Lesson: 7 Topic: Analyze Jonas’ characterization -Read Chapters 7- 8 (p. 63-81) modified- (43-56) of The Giver and discuss -Complete summaries of chapters 7-8 (RL p. 15W) -Analyze how Jonas is characterized, compared to others in his community -Respond to questions (RL p. 27W-28W) Class Slides: Click Here |
HWK: | | | | | |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: September 3-6 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | No School!! | Unit 1 Lesson 7 -Analyze Jonas’ characterization. -Read Chapters 7- 8 (p. 63-81) modified-(27-56)of The Giver and discuss -Complete summaries of chapters 7-8 (RL p. 15W) -Analyze how Jonas is characterized, compared to others in his community -Respond to questions (RL p. 27W-28W) Class Slides: Click Here Reading Log: Click Here | Finish Lesson 8 Continue to analyze Jonas’ character. -Read Chapter 9 (p. 82-90) modified-(57-62) of The Giver and discuss -Complete a summary of chapter 9 (RL p. 15W) -Continue to analyze Jonas’ characterization -Examine how being named The Receiver impacts him and his perception of the community -Respond to questions (RL p. 31W) Class Slides: Click Here Reading Log: Click Here | Unit 1: Lesson 9/10 Analyze setting and Jonas’ perception of his community. -Examine how Jonas’ experience of memories impacts his perception of the community -Read Chapters 10-11 (p. 91-110 ) modified-(63-76) of The Giver and discuss -Complete a summary of chapters 10 & 11 (RL p. 15W) -Whole class discussion about questions on RL p. 32W) and create a paragraph- Oncourse Lesson 9 CER Class Slides: Click Here Reading Log: Click Here | Unit 1: Lesson 10/11 Analyze the setting and values of Jonas’ community -Read and discuss Ch 12 of The Giver (pg 111-121) modified-(77-82) -Complete a summary of chapters 12 (RL p. 16W) -Analyze the setting and values of Jonas’ community -Answer question on RL p. 33W Class Slides: Click Here Reading Log: Click Here |
HWK: | | | | | |
Ms. Jacksons’ ELA Agenda for the week of: September 16-20 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit: The Giver Lesson: 12 Topic: Compare two texts -Compare and contrast “The Reaping” from the Hunger Games to the “Ceremony of 12” in The Giver. -Complete Lesson 13 CER in Oncourse. Class Slides: Click Here Reading Log: Click Here | Unit: The Giver Lesson: 13 Topic: Compare text and film versions, connect The Hunger Games and The Giver -Watch the film version of the Reaping Scene from the Hunger Games. -Complete T-chart with class -Discuss similarities and differences between the text and the film Class Slides: Click Here Reading Log: Click Here | Unit: The Giver Lesson: 20 (Day 1 of 2) Topic: Analyze The Giver’s perspective -Read chapter 13 of The Giver (p. 122-135) -Complete a summary of chapter 13 (RL p. 16W) -Answer questions 1-4 (RL p. 45W-46W) -Read chapter 14 of The Giver (p. 136-148). Complete chapter summary (RL p. 16W) Class Slides: Click Here Reading Log: Click Here | Unit: The Giver Lesson: 20 (Day 2 of 2) Topic: Analyze The Giver’s perspective -Read chapter 13 of The Giver (p. 122-135) -Complete a summary of chapter 13 (RL p. ) -Answer questions 1-4 (RL p. ) -Read chapter 14 of The Giver (p. 136-148). Complete chapter summary (RL p. ) Class Slides: Click Here Reading Log: Click Here | Unit: The Giver Lesson: 21 Topic: Analyze changes in Jonas’ perspective; compare character’s perspectives -Read chapters 15-16 of The Giver (p. 149-162) -Complete a summary of chapters 15 & 16 -Answer questions 5-6 on page 46W in RL. Class Slides: Click Here Reading Log: Click Here |
HWK: | | | | | |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: September 23-27 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit: The Giver Lesson: 21 Topic: Analyze changes in Jonas’ perspective; compare character’s perspectives -Read chapters 15-16 of The Giver (p. 149-162) -Complete a summary of chapters 15 & 16 -Answer questions 5-6 on page 46W in RL. Reading Log: Click Here | Unit 1: The Giver Complete Reading log lessons on Oncourse | Unit 1: The Giver Complete Reading log lessons on Oncourse | Unit: The Giver Lesson: 22 Topic: Determine the themes of “Imagine” and “The Human Abstract” -Listen to “Imagine,” a song by John Lennon and analyze. -Read “The Human Abstract,” a poem by William Blake (RL p. 32-32) -Analyze the poem using TP-CASTT on RL p. 47W -Discuss the themes of these texts to ideas in “The Giver”. Create a classroom chart with themes. Reading Log: Click Here | Unit: The Giver Lesson: 23 (Day 1 of 2) Topic: Discussing key ideas across texts -Speaking and listening activity-multiple questions -Is experiencing colors, joy, and love worth also experiencing pain, war, and hate? -Which is more important for a community: equality and peace OR choice and loyalty -Is the cost of reaching perfection worth living a perfect life? Is that kind of life “perfect”? Reading Log: Click Here |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: September 30- October 3rd | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit: The Giver Lesson: 23 (Day 1 of 2) Topic: Discussing key ideas across texts -Speaking and listening activity-multiple questions -Is experiencing colors, joy, and love worth also experiencing pain, war, and hate? -Which is more important for a community: equality and peace OR choice and loyalty -Is the cost of reaching perfection worth living a perfect life? Is that kind of life “perfect”? Reading Log: Click Here | Unit: The Giver Lesson: 23 (Day 2 of 2) Topic: Discussing key ideas across texts -Written response in Oncourse-Lesson 23 CER Reading Log: Click Here | Unit: The Giver Lesson: 24-25 Topic: Analyze Jonas’ interactions with members of his community -Read chapters 17-18 of The Giver (p. 163-181) -Complete a summary of chapter 17-18 (p. 16W in RL) -Answer questions on page 50W-51W in RL. -Add to Incident Chart in RL, p. 48W-49W Reading Log: Click Here | Unit: The Giver Lesson: 26 Topic: Analyze how Jonas' perspective about release differs from the community -Read chapter 19 of The Giver (p. 182-189) -Complete a summary of chapter 19 (p. 17W in RL) -Add to Incident Chart in RL, p. 48W-49W Reading Log: Click Here | |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: October 7th- October 11th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit: The Giver Lesson: 28-29 Topic: Analyze the setting and its impact on Jonas & Analyze the text’s conclusion -Read chapter 22-23 of The Giver (p. 214-225) -Complete a summary of chapter 22 -23 (RL p. 17W) -Answer questions in RL p. 53W-54W Reading Log: Click Here | Unit: The Giver Lesson: 30 Topic: Develop and present a text based claim about the text’s conclusion -Use the planning sheet on p. 55W of the RL to help construct a written response in Oncourse. -Lesson 30 CER in Oncourse Reading Log: Click Here | Unit: The Giver Lesson: 31-32 Topic: Summarize “Harrison Bergeron” & Analyze characters from “Harrison Bergeron” and their points of view -Read “Harrison Bergeron”, annotate, and summarize (RL p. 33-42) -Analyze characters in the text (RL p. 56W) -Determine the point of view of the main characters -Discuss the similarities and differences between the Handicapper General and The Elders Reading Log: Click Here | Unit: The Giver Lesson: 33-34 Topic: Determine themes and engage in a scholarly discussion & Written response -Review how to plan for an essay -Construct a timed essay with your group -Respond and Rank Activity Reading Log: Click Here | Unit: The Giver Lesson: 33-34 Topic: Determine themes and engage in a scholarly discussion & Written response -Review how to plan for an essay -Construct a timed essay with your group -Respond and Rank Activity Reading Log: Click Here |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: October 15th- October 18th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | PD | Unit: The Giver Lesson: 31-32 Topic: Summarize “Harrison Bergeron” & Analyze characters from “Harrison Bergeron” and their points of view -Read “Harrison Bergeron”, annotate, and summarize (RL p. 33-42) -Analyze characters in the text (RL p. 56W) -Determine the point of view of the main characters -Discuss the similarities and differences between the Handicapper General and The Elders Reading Log: Click Here | Unit: The Giver Lesson: 31-32 Topic: Summarize “Harrison Bergeron” & Analyze characters from “Harrison Bergeron” and their points of view -Read “Harrison Bergeron”, annotate, and summarize (RL p. 33-42) -Analyze characters in the text (RL p. 56W) -Determine the point of view of the main characters -Discuss the similarities and differences between the Handicapper General and The Elders Reading Log: Click Here | Unit: The Giver Lesson: 33-34 Topic: Determine themes and engage in a scholarly discussion & Written response -Review how to plan for an essay -Construct a timed essay with your group -Respond and Rank Activity Reading Log: Click Here | Unit: The Giver Lesson: 33-34 Topic: Determine themes and engage in a scholarly discussion & Written response -Review how to plan for an essay -Construct a timed essay with your group -Respond and Rank Activity Reading Log: Click Here |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: October 21st- October 25th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Finish Unit 1 CWT Unit: Written in Bone Lesson: Topic: Context Videos, Extension Task & Collective Graphic Novel Introduction -Clean out binders/set up new unit binders -Watch context videos and answer questions (RL p. 7-9) -Introduce Extension Task -Review criteria and prompt Select topic and distribute copies Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 1-2 Topic: Determine the meaning of unknown words & Identifying conclusions -Finish Northeast Natives Assessment -Examine Greek and Latin affixes and roots (RL p. 16) -Preview the text Written in Bone by Sally Walker -Read Chapter 1 of Written in Bone (p. 8-21) -Identify conclusions in the text Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 3-4 Topic: Analyzing the structure and an author’s craft moves in an informational text -Revisit Chapter 1 of Written in Bone and examine text features and author’s craft -Class discussion. -Complete Written in Bone Chapter 1 Comprehension Check in Oncourse. Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 5 Topic: Determine the meaning of unfamiliar words and paraphrasing poetry -Read the poem “Ode to the Virginian Voyage” -Discuss unfamiliar words -Annotate and paraphrase the poem. -Write a summary of the poem in the reading log Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 6 Topic: Analyze how structure and an author’s word choice impact a poem’s meaning -Reread the poem “Ode to the Virginian Voyage” (RL p.). -Analyze the author's word choice and structure. -Complete Written in Bone Lesson 6 CER in Oncourse -Introduce Collective Graphic Novel Project Class Slides: Click Here Reading Log: Click Here |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: October 28th- November 1st | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit: Written in Bone Lesson: 6 Topic: Analyze how structure and an author’s word choice impact a poem’s meaning -Reread the poem “Ode to the Virginian Voyage” (RL p.). -Analyze the author's word choice and structure. -Complete Written in Bone Lesson 6 CER in Oncourse -Introduce Collective Graphic Novel Project Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 7 (Day 1 of 2) Topic: Determine the central idea of a text and how the author develops the central idea -Learn how to analyze informational text by section and chapter. -Record analysis of Chp. 1 in RL p. 15 (This chart will be used for the CWT and will be taken for a grade at the end of the unit) -Read Ch. 2 of Written in Bone (p. 22-35) -Use sticky notes to record the central idea and details in chapter 2. Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 7 (Day 2 of 2) Topic: Determine the central idea of a text and how the author develops the central idea -Discuss the main idea of each section located yesterday -Whole class discussion to determine the central idea of the chapter and analyze how the author develops that idea -Record analysis of Chp. 2 in RL p. 15. Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 8 (Day 1 of 2) -Read Ch. 3 of Written in Bone (p. 36-43) -Determine the main idea of each section of the chapter and determine the central idea of the chapter. Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 8 (Day 2 of 2) -Analyze how the author structures each section to contribute to the central ideas -Record analysis of Chp. 2-3 in RL p. 15 Class Slides: Click Here Reading Log: Click Here |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: November 5th- November 8th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit 2: Written in Bone Lesson: 9 Topic: Analyze the interactions between individuals, events and ideas in an informational text -Revisit Chapters 2 and 3 of Written in Bone (p. 22-43) -Identify interactions between individuals, events, and ideas and determine how those interactions lead to conclusions in the text (RL p. 18). Class Slides: Click Here Reading Log: Click Here | No School | Unit: Written in Bone Lesson: 10 (Day 1 of 2) Topic: Identify claims and analyze the text evidence that supports the claims in two informational texts -Read Chapter 4 or Written in Bone (p. 44-53) and “August-September 1607” (RL p.) -Summarize August-September 1607 Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 10-11 (Day 2 of 2) Topic: Compare and contrast the development, presentation of ideas, and purpose in informational texts -Identify claims in the text and analyze the text evidence that supports each claim -Record analysis of Chp. 4 in RL p. 15 -Create a CER paragraph CClass Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 11-12 Topic: Compare and contrast the author's purpose in informational texts
-Revisit Chapter 4 or Written in Bone (p. 44-53) and “August-September 1607” (RL p. ) -Analyze informational texts using the SOAPStone strategy (RL p. ) -Compare and contrast the presentation of ideas and author’s purpose in informational texts Class Slides: Click Here Reading Log: Click Here |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: November 11th- November 15th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit: Written in Bone Lesson: 10 (Day 1 of 2) Topic: Identify claims and analyze the text evidence that supports the claims in two informational texts -Read Chapter 4 or Written in Bone (p. 44-53) and “August-September 1607” (RL p.) -Summarize August-September 1607 Class Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 10-11 (Day 2 of 2) Topic: Compare and contrast the development, presentation of ideas, and purpose in informational texts -Identify claims in the text and analyze the text evidence that supports each claim -Record analysis of Chp. 4 in RL p. 15 -Create a CER paragraph CClass Slides: Click Here Reading Log: Click Here | Unit: Written in Bone Lesson: 11-12 Topic: Compare and contrast the author's purpose in informational texts
-Revisit Chapter 4 or Written in Bone (p. 44-53) and “August-September 1607” (RL p. ) -Analyze informational texts using the SOAPStone strategy (RL p. ) -Compare and contrast the presentation of ideas and author’s purpose in informational texts Class Slides: Click Here Reading Log: Click Here | | |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: November 18th- November 22th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit: Written in Bone Lesson: 10 (Day 1 of 2) Topic: Identify claims and analyze the text evidence that supports the claims in two informational texts -Read Chapter 4 or Written in Bone (p. 44-53) and “August-September 1607” (RL p.) -Summarize August-September 1607 Class Slides: Click Here | Unit 2: Written in Bone Lesson: 10-11 (Day 2 of 2) Topic: Compare and contrast the development, presentation of ideas, and purpose in informational texts -Identify claims in the text and analyze the text evidence that supports each claim -Record analysis of Chp. 4 in RL p. 15 -Create a CER paragraph Class Slides: Click Here | Unit 2: Written in Bone Lesson: 11-12 Topic: Compare and contrast the author's purpose in informational texts
-Revisit Chapter 4 or Written in Bone (p. 44-53) and “August-September 1607” (RL p. ) -Analyze informational texts using the SOAPStone strategy (RL p. ) -Compare and contrast the presentation of ideas and author’s purpose in informational texts Class Slides: Click Here | Unit 2: Written in Bone Lesson: 13 Topic: Analyze how setting and characters interact in a literary text -Read Chp. 9-10 of Blood on the River (p. 63-80) -Analyze how the setting and characters influence the main character using a T-Chart (RL p. 31-top only). Class Slides: Click Here | Unit 2: Written in Bone Lesson: 14 -Read Chp. 11-12 Blood on the River (p. 81-97) -Analyze how the setting and characters influence the main character using a T-Chart (RL p. 31-top only). Class Slides: Click Here |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: January 8th- January 10th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | PD | PD | Unit 2: Written in Bone Finish CWT | ||
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: January 13 - January 17th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | . | | | | |
Lesson Agendas: | Unit 3 Lesson 2-3 Identify claims. -Start a reading log -Reread a portion of the preface -Answer clarifying questions -Identify claims the author makes L3 Examine tone to determine theme. -Read “The People Could Fly” -Examine words and phrases which communicate the author’s tone -Determine themes for the story | Unit 3 Lesson 2-3 Identify claims. -Start a reading log -Reread a portion of the preface -Answer clarifying questions -Identify claims the author makes L3 Examine tone to determine theme. -Read “The People Could Fly” -Examine words and phrases which communicate the author’s tone -Determine themes for the story | Testing | Unit 3 Lesson 3 L3 Examine tone to determine theme. -Read “The People Could Fly” -Examine words and phrases which communicate the author’s tone -Determine themes for the story | Unit 3 Lesson 4 -Review theme statements from a previous lesson -Analyze similarities and differences in ideas, message, and purpose of two narrative texts |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: January 27-January 31 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | Lexia Bellwork: | | | | Lexia Bellwork: |
Lesson Agendas: | Unit 3 Lesson 4-5 -Write a brief compare/contrast piece of argumentative writing L5 Compare and contrast fictional and nonfictional narratives. -Read chapter 1 of “Behind the Scenes” -Examine the text closely for meaning and use of imagery -Compare the author’s message with that of “The People Could Fly” | Unit 3 Lesson 6 Identify and paraphrase claims. -Revisit quotations from paragraph 1 of the preface of “Behind the Scenes” -Paraphrase the author’s claims related to slavery Unit 3 Lesson 7 Read about Keckley’s emancipation. -Read a portion of chapter 3 of “Behind the Scenes” -Explore Keckley’s relationship to family members -Learn how Keckley obtained her freedom Examine Keckley’s attitudes toward slavery | Unit 3 Lesson 7 Read about Keckley’s emancipation. -Read a portion of chapter 3 of “Behind the Scenes” -Explore Keckley’s relationship to family members -Learn how Keckley obtained her freedom Examine Keckley’s attitudes toward slavery Unit 3 Lesson 8 Discover how imagery impacts meaning. -Read the remainder of chapter 3 -Examine vocabulary and figurative language and the impact on meaning -Write an objective summary | Unit 3 Lesson 9 Read a second account of emancipation. -Read an excerpt from chapter 11 of “A Narrative on the Life of Frederick Douglass, an American Slave” -Prepare notes in a T-Chart -Use those notes to write an objective summary of events | Unit 3 Lesson 10 Compare and contrast emancipation stories. -Compare and contrast the emancipation stories of Douglass and Keckley -Examine relationships between slave and slaveholder as described in the two texts -Explore each writer’s attitude toward slavery |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: February 3-7 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | Lexia Bellwork: | | | | Lexia Bellwork: |
Lesson Agendas: | Unit 3 Lesson 10 Compare and contrast emancipation stories. -Compare and contrast the emancipation stories of Douglass and Keckley -Examine relationships between slave and slaveholder as described in the two texts -Explore each writer’s attitude toward slavery Unit 3 Lesson 11 Discover how imagery impacts meaning. -Read the remainder of chapter 3 -Examine vocabulary and figurative language and the impact on meaning -Write an objective summary | Unit 3 Lesson 12 Prepare to write an argument. -Analyze a writing prompt -Compare and contrast slavery experiences -Write claim statements and prepare text evidence needed to support them | Unit 3 Lesson 13 Finish writing an argument. -Write a response to the writing prompt | Unit 3 Lesson 13 Finish writing an argument. -Write a response to the writing prompt | UUnit 3 Lesson 14 Read and summarize. -Read a portion of chapter 5, 6, or 7 of “Behind the Scenes” in small groups -Write a summary |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: February 10-14 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | Lexia Bellwork: | | | | Lexia Bellwork: |
Lesson Agendas: | Unit: Behind the Scenes Lesson: 13 Topic: Write an argument -Write an essay comparing the three emancipation stories (Keckley, Douglass, Crafts) using the Planning Handout. | Unit: Behind the Scenes Lesson: 13 Topic: Write an argument -Write an essay comparing the three emancipation stories (Keckley, Douglass, Crafts) using the Planning Handout. -Submit essay in Oncourse-7th grade Unit 3 Lessons 12-13-Oncourse | Unit: Behind the Scenes Lesson: 14-15 Topic: Read and summarize & Identify main idea, tone, and purpose of selections from the anchor text -Read a portion of chapter 5, 6, or 7 of “Behind the Scenes” in small groups (Digital RL ) -Annotate in reading log -Revisit the reading, answering questions related to topic, tone, and purpose (Digital RL ) -Share findings with the class | Unit: Behind the Scenes Lesson: 16 & 17 Topic: Identify main idea, tone, and purpose of a film & Compare and contrast main idea, tone, and purpose -Watch three videos about Mary Todd Lincoln -Determine main idea, tone, and purpose of each film (Digital RL) -Compare and contrast the main idea, tone, and purpose of films and “Behind the Scenes” text | Unit: Behind the Scenes Lesson: 20 (Day 1 of 2) Topic: Examine tone and write an argumentative essay -Revisit the preface from “Behind the Scenes” once again and examine the author’s tone (paragraph 2, digital RL) -Write and argumentative response to a prompt |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: March 17th-21st | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | Lexia Bellwork: | | | | Lexia Bellwork: |
Lesson Agendas: | Unit: Cooperation Section 1: Lesson 1 (Day 2 of 2) Topic: Chapter 1-2 -Read Ch 1 with guiding questions -Complete Wild Boars Under. Tool for Ch 1 (RL p. 40) -Read Ch 2 (p. 8-11) -Activity 10 Written response (NC4) | Unit: Cooperation Section 1: Lesson 2 (Day 1 of 2) Topic: Chapter 3 -Read paragraph about Buddhism -Read Ch 3 with guiding questions -Examine map on p. 16 -Discuss descriptive details about the cave -Add to serene to vocab tool -Discussion questions and add to Wild Boars Understanding Tool (RL p. 40) | Unit: Cooperation Section 1: Lesson 2 (Day 2 of 2) Topic: Chapter 3 -Activity 9 written response (multi paragraph) | Unit: Cooperation Topic: Chapter 4 -Review image of Thailand -Read Ch 4 with guiding questions and discuss -Add torrent to the vocab tool (Rl p. 35) -Discuss Sanguat’s perspective and the contributions of other individuals -Rescue Operation Understanding Tool (RL p. 41) -Written response | Unit: Cooperation Topic: Chapter 5 -Read Section 1 of Ch 5 (p. 27-28) with guiding questions & discuss -Read Section 2 of Ch 5 (o. 28-top of 32) with guiding questions & discuss -Read both sidebars (p. 30-31) and analyze -Read Section 3 of Ch 5 (p. 32-33) -Complete the Wild Boars Understanding Tool (RL p. 41) |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: March 24th-28th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | Lexia Bellwork: | | | | Lexia Bellwork: |
Lesson Agendas: | Unit: Cooperation Topic: Chapter 6 -View photo on p. 34 of Vern Unsworth. Read Section 1 of Ch 6 with questions -Complete Rescue Operations Understanding Tool for Vern (RL p. 42) -Reach Section 2 of Ch 6 (p. 38-40) with questions -Complete Rescue Operations Understanding Tool for Thai Navy SEALS (RL p. 42) -Add treacherous to Vocab Tool (RL p 35) -Examine a sample argument written response | Unit: Cooperation Topic: Prepare for Section 1 Diagnostic
-Review the Section 01 Diagnostic Planning Tool (RL p 45-47)
-Brainstorm characteristics of an effective leader
-Using a T-chart, identify Coach Ek’s actions and qualities that would make him an effective or ineffective leader
-Debate if time allows
-Create a claim and organize supporting information | Unit: Cooperation Topic: Section 1 Diagnostic
-Establish your writing goal
-Create a counterclaim using the Section 01 Diagnostic Planning Tool (RL p 45-47)
-Create an Introduction, body paragraphs, and closing (with counterclaim) -Peer review -Publish in Oncourse- Section 01 Diagnostic | Unit: Cooperation Topic: Chapter 7
-Ensure all lessons from Section 01 have been reflected on. Turn in Lesson Reflection Sheet.
-Read Ch 7 (p. 42-47) with discussion questions
-Add “hostile” to vocab tool (RL p. 35)
-Read sidebar (p. 48-49) and discuss
-Create a written response using the provided claim | Unit: Cooperation Topic: Chapter 8
-Read Ch 8 (p. 50-55)
-Examine mental and physical challenges
-Read “A Stanford Experiment…” (RL p. 52) and discuss
-Add “paramount” to vocab tool (RL p. 36)
-Discuss how meditation helped the boys survive
-Add to Inside Tham Luang Know. & Coop. Tool (RL p. 55)
-Written response in Oncourse-Cooperation Section 02 Lesson 02 |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: March 31st- April 4th | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | Lexia Bellwork: | | | | Lexia Bellwork: |
Lesson Agendas: | Unit 4: Cooperation Section 2: Lesson 2 (Day 1 of 2) Topic: Chapter 8 -Read Ch 8 (p. 50-55) -Examine mental and physical challenges -Create a T chart in RL. Brainstorm physical and emotional challenges -Read “A Stanford Experiment…” (RL p. 52) and discuss -Discuss how meditation helped the boys survive Reading Log: Click | Unit 4: Cooperation Make sure reading log is caught up through Section 2: Lesson 2 Reading Log: Click | Unit 4: Cooperation Section 2: Lesson 2 (Day 2 of 2) Topic: Chapter 8
-Add to Inside Tham Luang Know. & Coop. Tool (RL p. 55)
-Written response in Oncourse-Cooperation Section 02 Lesson 02 Reading Log: Click | Unit 4: Cooperation Topic: Chapter 9-10
-Read Ch 9-10 (p. 56-69) with discussion questions
-Complete Rescue Operations Understanding Tool for US Air Force & Volunteers (RL p. 42)
-Add to Outside Tham Luang Know. & Coop. Tool (RL p. 56)
-Respond to prompt
-Read sidebar “The Spirits Around Us” (p. 66-67) Reading Log: Click
| Unit 4: Cooperation Topic: Chapter 9-10
-Read Ch 9-10 (p. 56-69) with discussion questions
-Complete Rescue Operations Understanding Tool for US Air Force & Volunteers (RL p. 42)
-Add to Outside Tham Luang Know. & Coop. Tool (RL p. 56)
-Respond to prompt
-Read sidebar “The Spirits Around Us” (p. 66-67) Reading Log: Click |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: April 28th-May 2 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | Lexia Bellwork: | | | | Lexia Bellwork: |
Lesson Agendas: | Unit 4: Cooperation Note: Students will use online reading log Topic: Chapter 15-16 -Read Ch 15 (p.102-107) with questions -Add “hypothermia” and “submerged” to the vocab tool (RL p. 36) (will use online reading log) -Add to Inside Tham Luang Know. & Coop. Tool (RL p. 55) -Shared writing activity -Read Ch 16 (p. 108-113) with questions -Add to Outside Tham Luang Know. & Coop. Tool (RL p. 57) Reading Log: Click | Unit 4: Cooperation Note: Students will use online reading log Section 3: chapters 17, 18, and 19 -Analyze the word diversion -Read Ch 17 (p. 114-121) -Analyze photos and paragraphs on p. 116-119 -Complete Outside Tham Luang Know. & Coop. Tool (RL p. 57) -Create a claim for a debate -Read Ch 18 (p.123-127) -Read Ch 19 (p 128-133) -Watch Video “Thailand Cave Rescue” -Read article: “Thailand Cave Rescue: Boys Alive after 9 days.” Compare information from different sources. Reading Log: Click | Unit 4: Cooperation Note: Students will use online reading log Topic: Chapter 20 -Read first section of Ch 20 (p. 134-137) -Discuss options for rescue -Read remainder of Ch 20 (p. 137-141) -Add “malnourished” to the vocab tool (RL p. 37) -Record and discuss how the physical and emotional needs of the Wild Boars are being met -Complete Outside Tham Luang Know. & Coop. Tool (RL p. 58) Unit 4: Cooperation Topic: Chapter 21-23 -Read Ch 21 (p. 142-147) and identify the central idea -Complete Rescue Operations Understanding Tool (RL p. 44) -Read Ch 22 (p. 148-155) and identify challenges -Read Ch 23 (p. 156-159) and discuss the tragedy -Make a claim with details and evidence Reading Log: Click | Unit 4: Cooperation Section 3: Lesson 6 (Day 1 of 2) Topic: Section Diagnostic -Use the Section 02 Diagnostic Planning Tool to plan a response -Brainstorm and plan for a 4 paragraph essay using information from Chapters 15-23 -Begin drafting an introduction, body paragraphs, and conclusion with a counterclaim Reading Log: Click
| Field Trip |
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.
Ms. Jacksons’ ELA Agenda for the week of: May 5-May 9 | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday |
Bellwork: | Lexia Bellwork: | | | | Lexia Bellwork: |
Lesson Agendas: | Field trip | Unit 4: Cooperation Review and finish lessons that are incomplete | Go over previous lessons and complete quiz | Unit: Cooperation Topic: Ch. 24-26 Read Ch 24-26. Record one detail from each chapter that supports knowledge and cooperation on the class anchor chart. Questions:
| Unit: Cooperation Topic: Ch. 27-29 Read Ch 27-29. Record one detail from each chapter that supports knowledge and cooperation on the class Questions:
|
Please check this agenda daily.
I will update it as I adjust lessons according to student needs.