Accelerated Core 7

•      I can analyze the impact of rhyme and repetition in specific poems. •      I can analyze the use of figurative language in poetry and nonfiction text. *  I can analyze how figurative language, form, and sound contribute to meaning. 1.      Opening A.    Correcting Homework (8 minutes)--TURN IT IN! 2.      Work Time A.    Reading “If We Must Die” (15 minutes) B.    Analyzing Figurative Language in Narrative of the Life of Frederick Douglass (20 minutes) 3.      Closing and Assessment A.    Exit Ticket: Poetic Tools in the Narrative (2 minutes) B.  SS Lesson 11 4.      Homework Complete all parts of the Unit 1, Lesson 13 Packet (do the second and  third read) Complete Poetry Analysis Practice #1. You will do a Paint Job Read of “Black Woman.” Read for at least 30 minutes this weekend. Continue to add to your SS Lesson 11 flashcards or Quizlet set. Finish classwork if necessary.

1. Opening A. Entry Task: How to Read a Poem (10 minutes) B. Previewing Learning Targets (5 minutes) • I can identify common poetic devices, especially those that have to do with structure, figurative language, and repetition. • I can read and reread a poem to find layers of meaning. 2. Work Time A. Reviewing the Poet’s Toolbox (5 minutes) B. Modeling How to Read a Poem (20 minutes) 3. Closing and Assessment A. Exit Ticket: Self-Assessment (5 minutes) B.  SS: Correct Lesson 10 Quiz and Lesson 11 Homework, begin Section 2+ 4. Homework A. Complete the Poet’s Toolbox Matching Worksheet (Unit 1, Lesson 12). B. Continue reading your independent reading book for at least 30 minutes tonight. C.  Social Studies: Add information to your Unit 11 flashcards/Quizlet set

1.      Opening A.    Entry Task: My Independent Reading Plan (2 minutes) 2.      Work Time  A.    Independent Reading Check-in (15 minutes) B.    Introducing Poetry (8 minutes) 3.      Closing and Assessment A.    Modeling Homework (5 minutes) B.  Discuss SS homework from last night & begin tonight's 4.      Homework A.     Read through all parts of your Unit 1, Lesson 11 Packet. B.  Revise your Found Poem to include two or more poetic tools.  Break the poem up into stanzas. Challenge yourself to add a sound tool. Put this 3rd draft on a separate piece of paper. C.  Continue reading your independent reading book for at least 30 minutes tonight. D.  SS Textbook p. 140-141 (Section 1 ONLY) and Workbook p. 86.  Consider making flashcards or a Quizlet to help you learn the vocab for this Lesson.

Flag your Social Studies Workbook on page 79 and pass up to your Row Leader.  Row Leaders, please bring them to me, take a treat, and take a stack of papers to pass back. (5 minutes) Pass back papers and organize binders & backpacks. (3 minutes) Review CJSF protocol (2 minutes) Silent Reading Time (10 minutes) --What good books have you read/are you reading? --Anyone need recommendations? 1.     Opening A.    Entry Task: Powerful Stories (5 minutes) B.    Adding to Powerful Stories Anchor Chart (5 minutes) C.  Matching Sentences & Paraphrases: Discuss what makes this a strong paraphrase. 2.     Work Time  A.    Third Read, Excerpt 2 (15 minutes) B.    Excerpt 2 Analysis Note-catcher (15 minutes) 3.     Closing and Assessment A.    Launch SS Lesson 11 B.  Previewing Homework (5 minutes) 4.     Homework A.    Complete all parts of the Unit 1, Lesson 9 Packet. B.  Continue reading your independent reading book for 30 minutes+ per night, and

Complete the last page of your Unit 1, Lesson 8 Packet Turn in your Unit 1, Lesson 8 Packet Trade your Constructed Response with your assigned partner Using the rubric, make notes on your partner's paper/the rubric using your correcting pen.  Give them at least one step and at least one star. Return the paper & rubric and discuss areas for growth and areas of strength. •      I can determine the meaning of words and phrases in an excerpt of Narrative of the Life of Frederick Douglass . •      I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass . *  I can reread a complex text to better understand it. 1.     Opening A.    Entry Task: Previewing Excerpt 2 (5 minutes) 2.     Work Time  A.    First Read, Excerpt 2 (10 minutes) B.    Second Read, Excerpt 2 (15 minutes) C.    Matching Game, Excerpt 2 (10 minutes) 3.     Closing and Assessment A.    Discussing Purpose (10 minu

I can analyze how specific excerpts of Narrative of the Life of Frederick Douglass convey Douglass’s position on slavery. I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass. I can reread a complex text to better understand it. 1.     Opening A.    Entry Task: Roots, Prefixes, Suffixes (5 minutes) B.    Reviewing Learning Targets (2 minutes) 2.     Work Time  A.    Third Read, Excerpt 1 (25 minutes) B.    Discussing Purpose (10 minutes) 3.     Closing and Assessment A.    Discussing Purpose (10 minutes) B.  Adding to our Historical Context Anchor Chart (10 minutes) 4.     Homework A.  In the Unit 1, Lesson 7 Packet, finish the Third Read Questions for the entire packet. (Pro Tip: In problem #4, use your Mid-Unit Assessment (Unit 1, Lesson 5) to compare evidence about Douglass's mother.) B.  Complete the Unit 1, Lesson 8 Packet/Page (both sides!)--Reread Excerpt 1 from th

1.     Opening A.    Entry Task: Quote Cards (5 minutes) B.    Reviewing Learning Targets (2 minutes) I can determine the meaning of words and phrases in an excerpt from Narrative of the Life of Frederick Douglass . I can use common roots, prefixes, and suffixes as clues to the meaning of words in Narrative of the Life of Frederick Douglass . I can reread a complex text to better understand it. 2.     Work Time   A.    First Read, Excerpt 1 (10 minutes) B.    Second Read, Excerpt 1 (25 minutes) 3.     Closing and Assessment A.    Adding to the Historical Context Anchor Chart (3 minutes) 4.     Homework A.    Independent reading: Read for at least 30 minutes tonight. B.  Finish today's classwork (Unit 1, Lesson 7: Second Read Questions only ) C.  SS: Read Textbook p. 136-137 and complete Workbook p. 83 (Section 9 only) D.  Begin studying for Monday's social studies quiz on Lesson 10: Make sure you know the names of the Five Pillars in

I can explain Frederick Douglass’s purpose in writing Narrative of the Life of Frederick Douglass. 1.     Opening A.    Entry Task: Frederick Douglass Timeline (7 minutes) B.    Determining Douglass’s Homes Discussion Appointments (3 minutes) 2.     Work Time  A.    Close Reading: Final Paragraph of the Narrative (15 minutes) B.    Analyzing Frederick Douglass’s Purpose and Introducing Shining a Light Anchor Chart (15 minutes) 3.     Closing and Assessment A.    Previewing Homework (5 minutes) 4.     Homework A.    Complete Determining Position (Unit 1, Lesson 6). B.  SS: Read Textbook  p. 135 and complete Workbook p. 83 (Section 8 only) C.  Read your good book for at least 30 minutes 

•      I can draw conclusions about Frederick Douglass and support them with evidence from the text. *  I can select an independent reading book that is just right for me. 1.     Opening A.    Adding to the Historical Context anchor chart (5 minutes) 2.     Work Time  A.    Mid-Unit 1 Assessment: Using Evidence to Support Analysis “Frederick Douglass” (20 minutes) When you finish, bring your test to Ms. EL and quietly: Read Add to your Historical Context Anchor Chart Check out a book from the library Take an AR test in the library Begin your homework Draw Work on homework from other classes B.    Launching Independent Reading (15 minutes) C.  Complete the Writing Improvement Tracker 3.     Closing and Assessment A.    Preview Homework (5 minutes) 4.     Homework Read “Renaissance Man” and complete “Renaissance Man”: Text-Dependent Questions (Unit 1, Lesson 5) Read SS Textbook p. 134 and Complete Workbook p. 83 (Section 7 only) Read a goo

I can draw conclusions about the abolition movement in America and cite specific textual evidence to support them. 1.     Opening A.    Entry Task (10 minutes) 2.     Work Time   A.    Analyzing Images: The Abolition Movement (5 minutes) B.    Close Reading: “Abolition” Text  (25 minutes) 3.     Closing and Assessment A.    Adding to the Historical Context Anchor Chart (5 minutes) B.  Review last night's social studies homework C.  Add to flashcards/Quizlet and review with your partner D.  Begin tonight's social studies homework 4.     Homework Add three more ideas to the “Debate over Slavery” section of the Historical Context anchor chart in your Unit 1, Lesson 4 Packet. Organize your Core binder and review the work you have done in preparation for Tuesday's Mid-unit Assessment.  You will be tested on the skills we have been practicing: Drawing logical conclusions based on evidence & answering questions logically and completely. SS:

Take your assigned ChromeBook as you enter the room. Pass up your Unit 1, Lesson 2 Packet 1.     Opening A.    Reviewing Homework and Learning Targets (5 minutes) * I can draw conclusions about slavery in America and cite specific textual evidence to support them.  2.     Work Time   A.    Images: Encountering Slavery in America (15 minutes) B.    Close Reading: “ The Slave Trade ” (20 minutes) 3.     Closing and Assessment A.    Turn and Talk (2 minutes) B.    Previewing Homework (3 minutes) 4.      Social Studies A.  Review Tuesday night's homework B.  Quiz your partner on the Lesson 10 Vocabulary C.  SS Textbook p. 129-130 and Workbook p. 81 5.Homework A.    Read the text on abolition and answer text-dependent questions (finish Unit 1, Lesson 3 Packet). B.  Read SS p. 129-130 and complete Workbook p. 81 C.  Read a good book and bring it with you each day.

Turn in your Vacation Reading Assignment 1.     Opening A.    Entry Task: Introduction to Module 3 (5 minutes) B.    Reviewing Learning Targets and Language (10 minutes) 2.     Work Time  A.    Modified  Gallery Walk  (28 minutes) 3.     Closing and Assessment A.    Introducing the Guiding Questions (2 minutes)  Homework LA--Complete Vocabulary: The Slave Trade and Abolition. SS--Create a Quizlet set or flashcards for Lesson 10 Vocabulary words. Reading--Check out a good book, log it in your binder reminder, and get signatures from your parents & Ms. EL by Friday.

1.      Opening A.    Engaging the Reader (2 minutes) B.    Reviewing the Learning Target (1 minute) I can analyze how the content, theme, images, and language in The People Could Fly give the story its enduring power. 2.      Work Time A.     Reading Aloud: The People Could Fly (17 minutes) B.    Pair Conversation: What Gives This Story Its Power? (15 minutes) 3.      Closing and Assessment A.    Adding to the Powerful Stories Anchor Chart (10 minutes) 4.      Social Studies A.  Review Agreements for Religious Studies B.   Launch Lesson 10: Vocabulary, Introduction, and Section 1: Background on Islam 5.  Homework A. Vacation Reading Assignment due tomorrow B.  SS: Reread p. 127-128 and complete p. 79-80 in your Workbook C.  Organize your backpack and binder and leave all Q2 work at home (do not throw it away)