A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | Monday | Wednesday | Thursday | Friday | ||||||||||||||||||||||
2 | April | 22 | 23 | 24 | 25 | 26 | ||||||||||||||||||||
3 | Learning Target | I can revise and edit my essay by discussing with a peer using the proofreading checklist. | I can improve my existing work by choosing a previous assignment to complete/make corrections on. | I can make predictions by writing statements using a sentence frame. | I can identify characterization in the first chapter of Animal Farm by writing and discussing using a graphic organizer. | I can analyze characterization by writing and discussing predictions using a graphic organizer. | ||||||||||||||||||||
4 | Standard | R(L): 5.1, 6.1, 8.1; W: 1.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | ||||||||||||||||||||
5 | Hook | Google Question: What are the strengths of your essay? What do you still need to work on? | Google Question: Look in Backpack. Which assignments are you missing? Are there any majors? | Google Question: What is a hierarchy? If you don't know, Google a definition. Do you think hierarchies are good or bad? | Google Question: If there was going to be one person in class that should be in charge, who should it be, and why? | Google Question: Which character seems the most trustworthy so far? Why? | ||||||||||||||||||||
6 | Activities and Assessments | Review WSS Essay Proofreading Checklist | Mastery Day - Choose 1 major assignment or 2 minor assignments to make corrections to/turn in for late credit | -Introduction Discussion - split the room into "yes" and "no," then discuss answers | George Orwell Vocabulary | Review portfolio assignment (Rubric) | ||||||||||||||||||||
7 | Show Final Draft document - Make and edit your own copies - WSS Argumentative Essay Final Draft | Student-Teacher conferences | Orwell Background Video - kids write down 10 things about Orwell and then identify 3 traits he has based off of them | Page 15-16, 18 | Finish Chapter 1-2 | |||||||||||||||||||||
8 | Peer review | George Orwell Vocabulary | Begin Reading: Chapter 1 | Character Predictions | ||||||||||||||||||||||
9 | Revise and edit using feedback | Major Character Tracker | ||||||||||||||||||||||||
10 | Submit! | |||||||||||||||||||||||||
11 | Closure | Google Question: How did you use the checklist and feedback from a peer to improve your writing? | Google Question: How did you improve your previous work? | Google Question: Based on what we learned about Orwell and the historical context of Animal Farm, what do you predict will happen in the novel? | Google Question: | Google Question: Choose one prediction you made that you are convinced will come true based on how characters behaved. Find a piece of text evidence that supports your prediction. | ||||||||||||||||||||
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13 | Monday | Tuesday | Wednesday | Thursday | Friday | |||||||||||||||||||||
14 | April/May | 29 | 30 | 1 | 2 | 3 | ||||||||||||||||||||
15 | Learning Target | I can identify characterization in the third chapter of Animal Farm by writing and discussing using a graphic organizer. | I can analyze the progression of plot in the Animal's Rebellion by creating a news-style broadcast detailing the events of chapter 4. | I can complete any missing or late work in my portfolio. | I can evaluate the effectiveness of rhetoric, defending my assertion using text evidence by participating in a small group discussion. | I can identify the development of characterization in the sixth chapter of Animal Farm by writing and discussing using a graphic organizer. | ||||||||||||||||||||
16 | Standard | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | ||||||||||||||||||||
17 | Activities and Assessments | 2 Vocabulary Words | 2 Vocabulary Words | 2 Vocabulary Words | 2 Vocabulary Words | Friday check-in & Vocab Quiz | ||||||||||||||||||||
18 | Finish Chapter 2 - Chapter 3 | Chapter 4 | Make-Up Day | Chapter 5 | Chapter 6 | |||||||||||||||||||||
19 | Stop and Jot Question (Discussion in Google Classroom) | Flipgrid news report - students film TV news-style coverage of the battle on Animal Farm from chapter 4 | Portfolio Character Tracker | |||||||||||||||||||||||
20 | -Windmill Discussion Pg 27-28 | |||||||||||||||||||||||||
21 | Closure | Character Tracker | Character Tracker | Google Question | Character Tracker | Character Tracker | ||||||||||||||||||||
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23 | Monday | Tuesday | Wednesday | Thursday | Friday | |||||||||||||||||||||
24 | May | 6 | 7 | 8 | 9 | 10 | ||||||||||||||||||||
25 | Learning Target | I can analyze the progression of plot in the murder of Snowball by answering a text-dependent-question using sentence frames. | I can analyze impact of historical events on the plot development in the eighth chapter of Animal Farm by writing and discussing using a graphic organizer. | I can complete any missing or late work in my portfolio. | I can identify characterization in the ninth chapter of Animal Farm by writing and discussing using a graphic organizer. | I can analyze the development of character in Animal Farm by writing and discussing using a graphic organizer. | ||||||||||||||||||||
26 | Standard | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | ||||||||||||||||||||
27 | Hook | Review vocab - Blooket | Vocab Quiz - Blooket | Google Question | Google Question | Friday check-in | ||||||||||||||||||||
28 | Activities and Assessments | Read Ch. 7 | Read Ch. 8 | Make-Up Day | Read Ch. 9 | Read Ch. 10 | ||||||||||||||||||||
29 | Theme Anchor Chart | |||||||||||||||||||||||||
30 | Stop and Jot Question (Discussion in Google Classroom) | Russian Revolution- Animal Farm Comparison (Pg 30-32) | Page 36-37 | Portfolio Character Tracker | ||||||||||||||||||||||
31 | Create a Theme Statement | |||||||||||||||||||||||||
32 | Closure | Character Tracker | Character Tracker | Google Question | Character Tracker | Character Tracker | ||||||||||||||||||||
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34 | Monday | Tuesday | Wednesday | Thursday | Friday | |||||||||||||||||||||
35 | May | 13 | 14 | 15 | 16 | 17 | ||||||||||||||||||||
36 | Learning Target | I can analyze the development of Animal Farm's plot by writing answers to TDQ's using a graphic organizer. | I can analyze author's craft by planning a one-pager representation of the theme, narrative type, mood, and characterization within Animal Farm that includes text evidence to support my explanation of each text feature. | I can analyze author's craft by creating a one-pager representation of the theme, narrative type, mood, and characters within Animal Farm that includes text evidence to support my explanation of each text feature. | I can analyze author's craft by completing a one-pager representation of the theme, narrative type, mood, and characters within Animal Farm that includes text evidence to support my explanation of each text feature. | I can analyze author's craft by completing a one-pager representation of the theme, narrative type, mood, and characters within Animal Farm that includes text evidence to support my explanation of each text feature. | ||||||||||||||||||||
37 | Standard | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | R(L): 5.1, 6.1, 8.1 | ||||||||||||||||||||
38 | Hook | Google Question: Why do you think the pigs ended up becoming just like the humans they hated? | Google Question | Google Question | Google Question | Friday check-in | ||||||||||||||||||||
39 | Activities and Assessments | Chapters 8-10 SMM TDQ | English 1 Final Exam Rubric | One Pager Work Time | ||||||||||||||||||||||
40 | Introduce English 1 Final Exam One Pager & English 1 Final Exam Graphic Organizer | 1st & 3rd: One Pager and Portfolio due | 2nd & 4th: One Pager and Portfolio due | |||||||||||||||||||||||
41 | Exam One Pager Example.pdf One pager templates.pdf | |||||||||||||||||||||||||
42 | Closure | Exit Ticket: Final TDQ | Google Question | Google Question | Google Question | Google Question | ||||||||||||||||||||
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