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Teacher:
ELAGSE8RI7
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ASSESSMENTS
Formative:
Midpoint assessment Unit 3
ELAGSE8RL10
ELAGSE8L2a
ELAGSE8L2c
ELAGSE8L4a
ELAGSE8SL1a-d
Summative:
Post Assessment Unit test 3
ARGUMENTATIVE:
Literary to Life connection, Bad Boy: A Memoir (206
pages, 20 chapters, average chapter length 10-15 pages)
Using the extended text, specifically the chapter entitled
Marks on Paper answer the following question: Do
you believe that reading and writing must co-exist in the
English classroom? Cite examples from the novel as
well as any of the literary, informational or visual and
other texts we have discussed in class during this unit.
Unit Vocabulary
Paraphrase
Central Idea
Objective
Summary
Theme
Introduction
Supporting Ideas
Support
Analyze
Abstract
Point of view
Inference
Reflection
Prewriting
Publishing
Brainstorm
Organization
Comma
Abstract
Fact/Opinion
Annotation
Analysis
Claim
Evidence
Literary
Transition
Fiction
Informational
Argument
Citation
Format
Academic Style
Writing Process
Conventions
Development
Punctuation
Inference
In-text citation
Non-Fiction
Analogy
Genre
Body
Tone
Introduction
Figurative Language Connotation
Comparing
Denotation
Conclusion
Root
Topic Sentence
Text Structure
Hook
Audience
Thesis
Counter-claim
Evaluate
Rebuttal
Credible
Fallacy
Focus
Organizational structure
Drafting
Editing
Peer
Revising
Grammar
Planning
Fluency
Collaborate
Practice careful and attentive reading of both assigned texts and independent
text choices
Read a wide variety of texts, including a variety of styles, genres, literary
periods, authors, perspectives, and subjects
Use annotation and note-taking
Choose works from multiple genres, cultures, and historical periods
Consider keeping a notebook of texts read with notes, annotations, and any
relevant student work produced
Employ knowledge of appropriate organizational structures for argument
writing that include a focus for audience and purpose
Use appropriate transitions for optimal clarity and coherence
Cite appropriately and avoid plagiarism
Use appropriate transitions for optimal clarity and coherence
Develop a clear, coherent text that tells a story or develops an idea
Show awareness of audience and purpose
Use all the steps of the writing process
Produce writing that establishes an appropriate organizational structure, sets a
context, and engages the reader
Maintain a focus on audience and purpose throughout Use a formal
academic style, as recommended
Cite appropriately, and avoid plagiarism
Use traditional structures for conveying information
Employ appropriate vocabulary, whether that is domain-specific, academic,
colloquial, or informal
Practice using multiple steps of the writing process in your writing as often as
possible, with special focus on the evolution of your piece between the first
and second drafts
Review and maintain your knowledge of the basic grammatical, spelling,
capitalization, and punctuation rules of standard English
Maintain a routine writing practice, both within the classroom and
independently
Read and study writers whose styles you enjoy and admire
Acquire and maintain adequate keyboarding skills to write effectively within
given time frames
Understand the rules of comma
Review and maintain familiarity with rules and patterns of spelling in
standard English; correctly spell homophones
Identify and analyze the effects within texts of various types of figurative
language
Consider the connotations of various words when determining the authors
purpose in employing specific diction
BULD COMMITMENT
OPENING
MONDAY 8-8
TUESDAY 8-9
WEDNESDAY 8-10
THURSDAY 8-11
FRIDAY 8-12
How do we become
better at a sport? Playing
an instrument? Painting
a picture? List their
responses on chart
paper.
Unit 3 Pre-assessment
Unit 3 Pre-Assessment
Acceleration
(Advanced Group)
Acceleration
(Advanced Group)
How might the setting of
this story parallel that of
another book or experience
that you have had?
Acceleration
(Advanced Group)
Students will answer two
questions about the book
and share the response
with a partner.
Acceleration
(Advanced Group)
Students will select a
question from the Activity
journal and share the
response with a partner.
Acceleration
(Advanced Group)
Unit 3 Pre-Assessment
PRACTICE
(Small Group/Differentiated Instruction)GUIDED
WORK PERIOD
Progression (On
Group)
Students will:
View power point
presentation on
Readers Workshop
Explore the
classroom library
selections
Practice
transitioning to their
reading areas
Practice daily
transition routine for
Readers Workshop
Listen and practice
how to use a Book
Log.
Select two books
they might be
interested in reading
independently.
Will use a Book
Pass Log to record
information about
the books they
select.
Share with a partner
which books they
selected and why
they find them
interesting.
Use sticky notes to
write and post the
title of one book
they are interested in
reading, including
why they find this
book interesting.
View SLANT video
and complete
SLANT Acronym
note sheet
Progression (On
Group)
The students will:
Turn and talk to their
partner about how they
decide what book to
read.
Answer the question:
Do you see a new idea
in the list when it
comes to selecting
books?
Independently read
selected text for
approximately 15
minutes
Complete Reading
Log Entry 2
Respond to reading
complete Reader
Response # 2 using
Reader Response
Activity folder
Share with a partner
one interesting thing
that happened in the
book.
Students will answer two
questions about the book
and share the response
with a partner.
Progression (On
Group)
Unit 3 Pre-Assessment
HOMEWORK
CLOSING
PRACTICE
Remediation
(On w/Support Group)
Why is it important to
understand the daily
routines of a Readers
Workshop?
Remediation
(On w/Support Group)
What is the setting of this
novel? Detail a book that
you have read or are
familiar with that has a
similar setting.
Remediation
(On w/Support Group)
Students will answer two
questions about the book
and share the response
with a partner.
Remediation
(On w/Support Group)
Students will select a
question from the Activity
journal and share the
response with a partner.
Remediation
(On w/Support Group)
BULD COMMITMENT
OPENING
MONDAY 8-15
TUESDAY 8-16
WEDNESDAY 8-17
THURSDAY 8-18
FRIDAY 8-19
Unit 3: How do I
compare different
authors writing in the
same genre?
Complete
question
The
teacher
will: #2,
Facilitate
conversation on
Reading is Thinking
Ask students what
are some things and
thoughts that occur
when they are
reading
List the students
responses on things
they think about
GUIDED PRACTICE
WORK PERIOD
Acceleration
(Advanced Group)
Identify and characterize
the main character of the
novel. Predict how their
personality will impact
the main conflict of the
novel.
Acceleration
(Advanced Group)
Student Journal
Questions
Have you been able to
determine the
protagonist and
antagonist in your
novel? If so, explain
who each is and
support your answer
with examples from
the text. If not, please
make a prediction as
to who the protagonist
and antagonist are.
Acceleration
(Advanced Group)
Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
Students will select
a question from the
Activity journal and
share the response
with a partner.
Acceleration
(Advanced Group)
Student Journal
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
What is a question
that came up during
your reading? What
is a probable answer?
Acceleration
(Advanced Group)
Student Journal
QuestionsStudents have
selected novels
based on their
interest level as well
as the just right
reading strategy.
What category does
your book fit into?
List some criteria
that prevent it from
belonging to another
category.
Progression (On
Group)
The students will:
Independently read
selected text for
approximately 15
minutes
Complete Reading
Log Entry 4
Respond to reading
complete Reader
Response # 4 using
Reader Response
Activity folder
Annotate a Post It
indicating
metacognition, share
it with a partner and
attach to your
Journal
What personality
traits does the main
character
demonstrate? Predict
whether these traits
will hurt or help the
main character as the
plot progresses
Student Journal
Questions
Who is the good guy
and the bad guy in
your novel? Be sure to
support your answers
with examples from
the text. For example,
what actions and
dialogue does each
character display that
makes them bad or
good?
Progression (On
Group)
The students will:
Practice the Buzzing
strategy in their
cooperative groups
using the warm-up
selection
Evaluate how well the
buzz session is
going.
Independently read
selected text for
approximately 15
minutes
Complete Reading Log
Entry 6
Respond to reading
complete Reader
Response # 6 using the
Reader Response
Activity folder
Buzz with a partner
their thinking during
reading.
Student Journal
Questions
What is a question
that came up during
your reading?
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
Students will select
a question from the
Activity journal and
share the response
with a partner.
Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
Progression (On
Group)
The students will:
Independently read
selected text for
approximately 15
minutes
Complete Reading Log
Entry 8
Respond to reading
complete Reader
Response # 8 using the
Reader Response
Activity folder
Turn and talk to your
partner about some
books that you have
read that are fiction
and books that you
have read that are nonfiction
Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
What category does
your book fit into?
List characteristics
that helped you to
make this
determination.
CLOSING
PRACTICE
Remediation
(On w/Support Group)
Based on what you have
read thus far what 5
adjectives would you
use to describe the main
character? Justify these
adjectives.
Define metacognition in
your own words.
Remediation
(On w/Support Group)
Student Journal
Questions
Who is against the
main character in your
novel? Is this
opposition good or
bad? Explain why.
Remediation
(On w/Support Group)
Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
Students will select
a question from the
Activity journal and
share the response
with a partner.
3-2-1
Three things you
learned todaytwo
things you will apply
in your readingone
question you had
about todays
lesson.
Remediation
(On w/Support Group)
Remediation
(On w/Support Group)
Student Journal
Questions
Students have
selected novels
based on their
interest level as well
as the just right
reading strategy.
Student Journal
QuestionsStudents have
selected novels
based on their
interest level as well
as the just right
reading strategy.
What is a question
that came up during
your reading?
HOMEWORK
TUESDAY 8-23
WEDNESDAY 8-24
THURSDAY 8-25
FRIDAY 8-26
Acceleration
(Advanced Group)
Acceleration
(Advanced Group)
Acceleration
(Advanced Group)
Acceleration
(Advanced Group)
Acceleration
(Advanced Group)
BULD COMMITMENT
OPENING
MONDAY 8-22
WORK PERIOD
CLOSING
Progression (On
Group)
Remediation
(On w/Support Group)
Unit 3 Pre-Assessment
Remediation
(On w/Support Group)
Remediation
(On w/Support Group)
Remediation
(On w/Support Group)
Remediation
(On w/Support Group)
HOMEWORK
TUESDAY 8-30
WEDNESDAY 8-31
THURSDAY 9-1
FRIDAY 9-2
Acceleration
(Advanced Group)
Acceleration
(Advanced Group)
Acceleration
(Advanced Group)
Acceleration
(Advanced Group)
Acceleration
(Advanced Group)
BULD COMMITMENT
OPENING
MONDAY 8-29
WORK PERIOD
CLOSING
Progression (On
Group)
Remediation
(On w/Support Group)
Unit 3 Pre-Assessment
Remediation
(On w/Support Group)
Remediation
(On w/Support Group)
Remediation
(On w/Support Group)
Remediation
(On w/Support Group)
HOMEWORK