April

=OBJECTIVE= || =WARM= =UP= || =CLASSWORK= || =HOMEWORK= || =ADDITIONAL= =RESOURCES= || April 1 || - To identify figurative language, including simile, metaphor, and personification
 * =DATE= || =LEARNING=
 * Friday,

- To compare how poets use figurative language

- To identify different figures of speech in poems || - Write an example of a similie, metaphor, personification, and hyperbole in your vocab. notebook || - Discuss (4-5) Figurative Language: p. 304

- Guided practice: Read and complete pg. 305 || - Reinforcement wkst 4-5 (#1-9) ||  || April 4 || - To identify figurative language, including simile, metaphor, and personification
 * Monday,

- To compare how poets use figurative language

- To identify different figures of speech in poems || Go to Media Center || - Browse library book fair - Begin pgs. 306-309, #1-4 on pg. 309 - Begin extension wkst 4-5 - Drawing conclusions small remediation groups || - Read pgs. 306-308; complete question s1-4 on pg. 309

- Finish extension wkst 4-5 ||  || April 5 || - To identify figurative language, including simile, metaphor, and personification
 * Tuesday,

- To compare how poets use figurative language

- To identify different figures of speech in poems || - Get out Extension wkst 4-5 || - Review HW wkst 4-5 and # 1-4 on pg. 309

- Figurative language graded classwork

- Copy [|Unit 4 Vocabulary] #15-22 (pg. 382 and 384) || - None ||  || April 6 || - To evaluate how dialogue and stage directions convey characters' actions and feelings
 * Wednesday,

- To define and recognize elements of staging

- To describe how dialogue, stage directions and elements of staging affect the impact of a play || - Finish figurative language graded classwork || - Copy [|Unit 4 Vocabulary] #15-22 (pg. 382 and 384)

- (5-4) Dialogue and Stage Directions p. 382-383 -- review vocab and complete guided practice on pg. 383; silent read, teacher present, student present, mark, questions

- (5-4) Staging -- review vocab and complete guided practice on pg. 385 || - Finish #1-2 on pg. 383 and chart on pg. 385 ||  || April 7 || - To evaluate how dialogue and stage directions convey characters' actions and feelings
 * Thursday,

- To define and recognize elements of staging

- To describe how dialogue, stage directions and elements of staging affect the impact of a play || - Get out hmwk RJ pgs. 383 and 385 || - Review HW pgs. 383 and 385

- Distribute play script "Sorry, Wrong Number"; highlight main character name tags || - Read entire script "Sorry, Wrong Number" ||  || April 8 || - To evaluate how dialogue and stage directions convey characters' actions and feelings
 * Friday,

- To define and recognize elements of staging

- To describe how dialogue, stage directions and elements of staging affect the impact of a play || - Write a 4-6 sentence summary of "Sorry, Wrong Number" || - Begin viewing dramatization of "Sorry, Wrong Number" and completing [|Sorry Wrong Number dramatization notes] as brainstorming for classroom dramatic reading || - Re-Read entire script "Sorry, Wrong Number", and add details to [|Sorry Wrong Number dramatization notes] ||  ||
 * Monday, April 11 || - To evaluate how dialogue and stage directions convey characters' actions and feelings

- To define and recognize elements of staging

- To describe how dialogue, stage directions and elements of staging affect the impact of a play || - Get out [|Sorry Wrong Number dramatization notes] and script || - Continue viewing dramatization of "Sorry, Wrong Number" and completing [|Sorry Wrong Number dramatization notes] as brainstorming for classroom dramatic reading || - Complete [|Sorry Wrong Number dramatization notes] ||  || April 12 || - To evaluate how dialogue and stage directions convey characters' actions and feelings
 * Tuesday,

- To define and recognize elements of staging

- To describe how dialogue, stage directions and elements of staging affect the impact of a play || - Get out [|Sorry Wrong Number dramatization notes] and script || - Continue viewing dramatization of "Sorry, Wrong Number" and completing [|Sorry Wrong Number dramatization notes] as brainstorming for classroom dramatic reading

- Split into 2 groups and assign roles for tomorrow's dramatic reading || - Practice reading of Sorry Wrong Number character lines for dramatic reading

- [|Unit 4/5 Vocabulary] Test on Friday, April 15 ||  ||
 * Wednesday, April 13 || - To evaluate how dialogue and stage directions convey characters' actions and feelings

- To define and recognize elements of staging

- To describe how dialogue, stage directions and elements of staging affect the impact of a play || - Get into dramatic reading groups || - 2 dramatic reading presentations of Sorry Wrong Number || - [|Unit 4/5 Vocabulary] Test on Friday, April 15

- Unit 4/5 Benchmark Monday, April 18 and Tuesday April 19 ||  || April 14 || - To review skills and vocabulary related to paraphrasing, drawing conclusions, figurative language, and drama comprehension || - Confirm complete notes for [|Unit 4/5 Vocabulary]; add or organize vocabulary notes as needed || - Complete Unit 4/5 Benchmark study guide || - Finish Unit 4/5 Benchmark study guide if not completed in class
 * Thursday,

- Complete Unit 4 Benchmark review

- [|Unit 4/5 Vocabulary] Test on Friday, April 15

- Unit 4 Benchmark Monday, April 18 and Tuesday April 19 ||  || April 15 || - To demonstrate mastery of unit 4/5 academic vocabulary terms
 * Friday,

- To review unit 4/5 concepts in preparation for the upcoming benchmark exam || - Prepare desk for Unit 4 vocabulary test || - Complete Vocab test

- Class review of Unit 4/5 benchmark study guide and review || - Unit 4 Benchmark Monday, April 18 and Tuesday April 19 ||  || April 19 || - To demonstrate mastery of unit 4/5 concepts || - Prepare desk for Unit 4/5 Benchmark || - Benchmark day 2, essay portion || - None ||  || April 20 through Monday, April 25 || SPRING BREAK || SPRING BREAK || SPRING BREAK || SPRING BREAK || SPRING BREAK ||
 * Monday, April 18 || - To demonstrate mastery of unit 4/5 concepts || - Prepare desk for Unit 4/5 Benchmark || - Benchmark day 1, multiple choice portion || - Study for Unit 4/5 Benchmark part 2 ||  ||
 * Tuesday,
 * Wednesday,
 * Tuesday, April 26 || - To use a before, during, and after reading strategy to enhance comprehension of a non-fiction text

- To use a KWL chart to support and guide reading of a non-fiction text || - None || - Refresher discussion on use of KWL chart as a strategy for non-fiction reading/note-taking

- In class work: Read and complete KWL chart for "Tragedy at Sunshine Silver Mine" (pg. 30) and "Custer's Last Stand" (pg. 22) in __Disasters__ book

- In class work: Complete comprehension questions related to "Tragedy at Sunshine Silver Mine" (pg. 30) and "Custer's Last Stand" (pg. 22) in __Disasters__ book || - None || - KWL review

- [|KWL chart] || April 27 || - To apply text organization knowledge to comprehend a non-fiction passage
 * Wednesday,

- To demonstrate comprehension of a non-fiction text through responses to both implicit and explict questions after reading || - Brainstorm: Write all 6 types of text organization and a graphic organizer useful to take notes for each || - Review the six different ways text is organized, as well as graphic ways to take notes based on each organization

- Finish KWL charts and comprehension questions related to "Tragedy at Sunshine Silver Mine" (pg. 30) and "Custer's Last Stand" (pg. 22) in __Disasters__ book from yesterday

- Read, identify text organization, and complete a graphic organizer for "San Juan's Towering Inferno" (pg. 92) and "Halifax City Blown to Pieces" (pg. 108) in __Disasters__ book

- Work on comprehension questions for "San Juan's Towering Inferno" (pg. 92) and "Halifax City Blown to Pieces" (pg. 108) in __Disasters__ book || - None ||  || April 28 || - To apply text organization knowledge to comprehend a non-fiction passage
 * Thursday,

- To demonstrate comprehension of a non-fiction text through responses to both implicit and explict questions after reading || - Get out materials for "San Juan's Towering Inferno" (pg. 92) and "Halifax City Blown to Pieces" from yesterday || - Read, identify text organization, and complete a graphic organizer for "San Juan's Towering Inferno" (pg. 92) and "Halifax City Blown to Pieces" (pg. 108) in __Disasters__ book

- Work on comprehension questions for "San Juan's Towering Inferno" (pg. 92) and "Halifax City Blown to Pieces" (pg. 108) in __Disasters__ book || - None ||  || April 29 || - To choose a novel of interest for literature circle
 * Friday,

- || - 10 minutes to finish up "Custer", "Silver Mine", "Halifax", and "Inferno" work || - Presentation and summary of each of the literature circle book choices

- Individual selection of literature circle book of choice

- Literature circle grouping || - Finish any incomplete "Custer", "Silver Mine", "Halifax", and "Inferno" work ||  ||
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