Accelerated Core 7

AR Check In Correct Timeline Challenge & begin the Geography Challenge CJSF-Style Letter of Thanksgiving to a family member or friend--due today! Homework: Read a lot over Thanksgiving break.  Get all the signatures you need. SS Textbook p. 114-115 and Workbook p. 70-72 Consider bringing non-perishable food items or money for the Second Harvest Food Bank

Agenda 1.      Opening A.    Unpack Learning Targets/Review Reader’s Notes: Pygmalion , Section 6 (3 minutes)   I can cite evidence from the play Pygmalion to analyze its plot and characters. I can analyze how plot, character, and setting interact in  Pygmalion . 2.      Work Time A.    Close Read: Pygmalion , Section 7 (18 minutes) B.    Readers Theater: Section 7 (10 minutes) 3.      Closing and Assessment A.    Revisit Eliza Character Trackers (14 minutes) B.  Begin SS Timeline Challenge 4.      Homework A.    Finish Unit 2, Lesson 8 Packet (all parts) B.  Complete at least 30 minutes of independent reading & get PARENT signatures.  Do you have good books for Thanksgiving vacation? The time to check them out is now! C.  SS Textbook p. 110-111 and Workbook p. 67-68

Unit 2, Lesson 7 •      I can cite specific text-based evidence to analyze a scene in Pygmalion . •      I can determine the interaction of setting and character in a scene in Pygmalion . *  I can use a variety of strategies to determine the meaning of unknown words in Pygmalion .  Agenda 1.      Opening A. Entry Task: Checking for Understanding (5 minutes) 2.      Work Time A.    Read-aloud: Pages 57–59 (7 minutes) B. Mid-Unit 2 Assessment (20 minutes) C. Independent Read: Pages 60–62 (10 minutes) 3.      Closing and Assessment A.    Share Your Favorite Lines (3 minutes) 4.      Homework A.    LA: Reread Section 6 (pages 57-62) and complete the Unit 2, Lesson 7 packet. B.  SS: Read this article and complete the questions handed out in class on students experiencing homelessness & food insecurity. C.  Read independently for 30 minutes or more tonight.

Unit 2, Lesson 6 Agenda 1.      Opening A.    Entry Task (10 minutes) 2.      Work Time A.    Read Section 5 and Text-Dependent Questions (3o minutes) 3.      Closing and Assessment A.    Eliza Character Trackers (5 minutes) B.  SS Lesson 8 Quiz 4.      Homework A.    Reread Section 5 (p. 49-57) and complete the Unit 2, Lesson 6 packet. B.   Read independently for 30 or more minutes.  You should be more than halfway to your AR goal. C.  Organize your Core binder and review your work on Pygmalion to prepare for the Mid-Unit Assessment tomorrow. D.  Finish the Act 3 character tracker (inside & outside) if you didn't in class.

Unit 2, Lesson 5 Agenda 1.      Opening A.    Unpack Learning Targets/Entry Task: Checking for Understanding (10 minutes) 2. Work Time B.    Close Read: Pygmalion , Section 4 (23 minutes) C.     Eliza Doolittle Character Pyramid (10 minutes) 3.      Closing and Assessment A.    Fist to Five Self-Assessment (2 minutes) B.  Quizlet: SS Lesson 8--The Byzantine Empire 4.      Homework A.    Reread p. 36-47 in Pygmalion and complete the Unit 2, Lesson 5 Packet (all parts--including the pyramid). B.    Complete the Character Tracker for Act 2. C.  Read independently for at least 30 minutes. D.  SS Textbook p. 106-109 and Workbook p. 65-66.  Prepare for a quiz on Lesson 8 on Thursday.

Unit 2, Lesson 4 •      I can cite evidence from the play Pygmalion to analyze its plot and characters. *  I can analyze how plot, character, and setting interact in Pygmalion .  Agenda 1.      Opening A.    Checking for Understanding Entry Task: Eliza Character Tracker/Unpacking Learning Targets 2.          Work Time A.    Close Read: Pygmalion , Section 3 (20 minutes) B.    Introducing Readers Theater: Section 3 (10 minutes) C.     Eliza Character Tracker: Revisit (5 minutes) 3.      Closing and Assessment A.    Readers Theater Reflection (2 minutes) 4.      Homework A.     Pygmalion-- Reread today's class reading (p. 25-35) and complete the Unit 2, Lesson 4 Packet B.  SS Section 4: Textbook p. 104-105 and Workbook p. 63-64 C.  Complete at least 30 minutes of independent reading tonight.

Unit 2, Lesson 3 •      I can track the development of Eliza Doolittle as a character through the play Pygmalion . *  I can cite specific evidence from the play Pygmalion to determine Eliza’s internal and external characteristics.  Agenda 1.      Opening A.    Checking for Understanding Entry Task (12 minutes) 2.      Work Time A.    Introducing the Eliza Character Tracker (3 minutes) B.    Close Read: Pygmalion , Section 2 (20 minutes) C.     Guided Practice: Eliza Character Tracker (7 minutes) 3.      Closing and Assessment A.    Previewing Homework and Reviewing Learning Targets (3 minutes) B.  SS Sections 2 & 3: Textbook p. 101-103 and Workbook p. 61 & 62 4.      Homework A.    Finish filling in the Eliza Character Tracker for Section 2. B.    Independent reading (30 minutes). C.   SS Sections 2 & 3: Textbook p. 101-103 and Workbook p. 61 & 62

1. Opening A. Entry Task: Settings in Pygmalion (5 minutes) B. Introducing Learning Targets (2 minutes) 2. Work Time A. Close Read: Section 1 of Pygmalion (23 minutes) B. Guided Practice with Reader’s Notes (10 minutes) 3. Closing and Assessment A. Reviewing Homework and Previewing Checking for Understanding Entry Task (5 minutes) B.  Launch Preview for Lesson 8: Trading Simulation 4. Homework A. Reread Pygmalion pp. 15019 and complete all parts of your Unit 2, Lesson 2 Packet. B. Read independently for 20 minutes or more this weekend. C.  SS Lesson 8--Preview & Section 1: Textbook p. 99-100 and Workbook p. 59-60

PLC Day: Sports for Learning Wear comfortable clothes and athletic shoes, bring water, wear sunscreen and consider a hat.  Bring extra snacks. Homework: Read a good book for at least 45 minutes tonight. Practice your SS Lesson 8 Vocabulary.

1. Opening A. Entry Task: Mystery Quote (8 minutes) B. Introducing Learning Targets (2 minutes) • I can build my background knowledge about the setting of the play we will read in this unit. • I can make predictions and inferences based on a text. 2. Work Time A. Gallery Walk: Victorian England (15 minutes) B. Spirit Read (5 minutes) C. Mystery Excerpt from Pygmalion (10 minutes) 3. Closing and Assessment A. 3-2-1 Exit Ticket (5 minutes) B.  SS Lesson 7 Quiz 4. Homework A. Read independently for at least 30 minutes B.  Skim over Lesson 8 in your SS Textbook.  Look at pictures, captions, titles, and subtitles.  Look over the vocab for this lesson & start flashcards or a Quizlet set. Due Friday! C.  Tomorrow is a Sports for Learning Day. Wear warm, comfortable clothes--layers--and athletic shoes, bring water, wear sunscreen and consider a hat.  Bring extra snacks.

1. Opening A. Entry Task: Unpacking Learning Targets/Reviewing Vocabulary (5 minutes) 2. Work Time A. End of Unit 1 Assessment (25 minutes) B.  If you finish early, RENEW or RETURN books, including A Long Walk to Water.  Check out a book, take a test, check your AR progress (you should be roughly halfway to your goal). 3. Closing and Assessment A. Turn and Talk/Anchor Chart Development for Unit 2 (15 minutes) B.  Identity Journal Entry Task (5 minutes) C.  Discuss Joan of Arc Homework D.  SS Review Game 4. Homework A. Continue reading in your independent reading book.  Get parent signatures in your Binder Reminder Reading Log. B.  Read the Myth of Pygmalion C.  Study for your SS Quiz tomorrow on the Fall of Feudalism, the Rise of Democratic Thought, and Joan of Arc.  Consider using Quizlet, paper flashcards, or other study methods that work well for you.

1. Opening A. Listening for Gist: “Generation Z Stereotyped ...” (10 minutes) 2. Work Time A. Analyzing the Structure of the Text: “Generation Z Stereotyped ...” (1o minutes) B. Reading Closely: “Generation Z Stereotyped ...” (10 minutes) C. Unstructured Review for the End of Unit Assessment (10 minutes) 3. Closing and Assessment A. Identity Journal (5 minutes) 4. Homework A. LA: Finish Unit 1, Lesson 8 Packet. B. Continue reading in your independent reading book at home and study for your assessment on Tuesday by reviewing your well-organized Core binder. Be sure to bring your independent reading book to class. C.  SS: Read Textbook pages 94-97 and complete Workbook pages 56-58.  Quiz on Wednesday.

Begin Unit 1, Lesson 7 1. Opening A. Identity Journals and Unpacking Learning Targets (5 minutes) 2. Work Time A. Listening for Gist: “Teen Slang: What’s, Like, So Wrong with Like?” (10 minutes) B. Analyzing the Structure of the Text: “Teen Slang: What’s, Like, So Wrong with Like?” (10 minutes) C. Reading Closely: “Teen Slang: What’s, Like, So Wrong with Like?” (13 minutes) 3. Closing and Assessment A. Forming Evidence-Based Claims: “Teen Slang: What’s, Like, So Wrong with Like?” (7 minutes) B. Review SS Reading Homework and begin tonight's homework 4. Homework A. Read your independent reading book. B. If you didn't finish the Unit 1, Lesson 7 Packet in class today, do so tonight. C. SS Workbook pages 53-55 (Sections 2 & 3)

Turn in Unit 1, Lesson 6 packet and your SS Workbook (Post-It Flag on page 51) AR Time: Thanks for bringing your book to read today.  If you did so, take a treat, then read.  If not, select a book from the class library. (10 minutes) Begin Unit 1, Lesson 7 1. Opening A. Identity Journals and Unpacking Learning Targets (5 minutes) 2. Work Time A. Listening for Gist: “Teen Slang: What’s, Like, So Wrong with Like?” (10 minutes) B. Analyzing the Structure of the Text: “Teen Slang: What’s, Like, So Wrong with Like?” (10 minutes) C. Reading Closely: “Teen Slang: What’s, Like, So Wrong with Like?” (13 minutes) 3. Closing and Assessment A. Forming Evidence-Based Claims: “Teen Slang: What’s, Like, So Wrong with Like?” (7 minutes) 4. Homework A. Read your independent reading book. B.  Read SS Textbook pages 90-93

Discuss answers to Lesson 5 Homework Begin Unit 1, Lesson 6 1. Opening A. Identity Journal Entry Task/Unpacking Learning Targets (5 minutes) 2. Work Time A. Text-Dependent Questions: “My Own True Name” (18 minutes) B. Written Conversation: Inferences in “My Own True Name” (13 minutes) 3. Closing and Assessment A. Reviewing Identity Anchor Chart/Learning Targets (5 minutes) B. Launch SS Lesson 7: What factors led to the decline of feudalism? --What was feudalism? --What's an event in your life that caused it to shift? Brainstorm. --Take out a separate piece of paper.  Explain what happened and how your life shifted as a result. --Read intro & Section 1. Discuss, then answer questions in your workbook. 4. Homework A. LA: Complete Unit 1, Lesson 6 Packet B.  SS Textbook p. 87-89 and Workbook p. 51-52 (including the Preview on a separate sheet of paper) C.  What good book are you reading right now?  Read it tonight and bring it to class with you tomorrow.

1.       Opening A.     Entry Task: Introduction to Vocabulary in “Why Couldn’t Snow White Be Chinese?” (7 minutes) 2.       Work Time A.     Mid-Unit 1 Assessment (20 minutes) B.     National Identity: the 2010 Census (15 minutes) 3.       Closing and Assessment A.      Reviewing Learning Targets (3 minutes) B.    SS Game C.    SS Quiz: Life in Medieval Towns Test D.    A Truly Scary Movie: Crash Course World History--Diseases! Homework: Complete the identity journal Lesson 5 task. Read a good book--let's start Q2 AR strong! Watch the video above if you didn't get to see it in class. Note: CJSF applications are due Friday, November 8.