Monday, August 26, 2019

Turn In:

  • Reader's Notes on Ch. 3 (columns 1, 2, and 4 ONLY)
  • Unit 1, Lesson 4 Packet
Copy Homework:
Unit 1, Lesson 5
•Reread Ch. 3 and list vocabulary words that stand out to you on #5 of our Unit 1, Lesson 5 Packet.

 *Finish Unit 1, Lesson 5 Packet.

* Pack snacks and bring a good book for testing tomorrow:

  • 3/5: come here at 8:30
  • 4/6: go to Room 8 at 8:30

Agenda
1.    Opening
A.    Introducing Learning Targets and Highlighting Key Vocabulary (5 minutes)
2.    Work Time
A.    Sharing the Gist from Chapter 3 Reader’s Notes (10 minutes)
B.    Gathering Evidence and Inferring about Character in Chapter 3 (20 minutes)
C.    Revisiting Key Vocabulary in Relation to the Guiding Question (5 minutes)
3.    Closing and Assessment
A.    Revisit Learning Targets with Exit Ticket (5 minutes)
4.    Homework
A.    Reread Chapter 3, focusing on vocabulary that relates to the Guiding Question


Learning Intentions:
I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
I can analyze how an author develops and contrasts the points of view of characters in a literary text. (RL.7.6)
Success Criteria:
Ongoing Assessment
•     I can cite several pieces of text-based evidence to support my analysis of Nya’s and Salva’s character in A Long Walk to Water.
•     I can analyze how Linda Sue Park develops and contrasts the points of view of Nya and Salva in A Long Walk to Water.
•     Gathering Evidence graphic organizer (focus on Character Development)
•     Exit ticket







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