November

=OBJECTIVE= || =WARM= =UP= || =CLASSWORK= || =HOMEWORK= || =ADDITIONAL= =RESOURCES= || Nov. 1 || - To use the Inspiration (Concept Mapping) software to complete a final evaluative project of a fiction text || - Go to computer lab #264 || - Take Unit 3 Vocab. Test 1
 * =DATE= || =LEARNING=
 * Monday,

- Class time to work on Inspiration project for Free Choice Book || - Free choice book project due Fri. 11/5

- Mid Unit 3 Benchmark test Thurs. 11/4

- Benchmark 'practice' test || - [|Unit 3 Mid Unit Study Guide with answers] || Nov. 2 || No school || No school || No school || No school || No school || Nov. 3 || - To use the Inspiration (Concept Mapping) software to complete a final evaluative project of a fiction text || - Go to computer lab #264 || - Review and discuss benchmark practice test for test strategies and concept review
 * Tuesday,
 * Wednesday,

- Work on Inspiration book projects || - Prepare for Benchmark Test tomorrow

- Free choice book project due Fri. 11/5 || - [|Unit 3 Mid Unit Study Guide with answers] || Nov. 4 || - To demonstrate mastery of fact/opinion, autobiography/ biography, main idea/supporting details (implied and stated), and types of non-fiction through a summative evaluation || - Copy HW || - Mid Unit 3 Benchmark || - Free choice book project due Fri. 11/5 ||  || Nov. 5 || - To use the Inspiration (Concept Mapping) software to complete a final evaluative project of a fiction text || - go to computer lab #264 - get out project graphic organizer || - Finish any incomplete benchmark tests
 * Thursday,
 * Friday,

- Complete and print Free Choice book Inspiration projects || - None ||  || Nov. 8 || - To identify and describe the author's intended purpose of text (R7.A.1.6.1)
 * Monday,

- To explain and describe examples of text that support the author's intended purpose (R7.A.1.6.2) || - Copy HW

- Copy [|End Unit 3 Academic Vocabulary] (#1-8) || - Complete [|Author's Purpose Cloze Note Chart] through discussion and pg. 54 RJ

- Complete [|Author's Purpose diagnostic wkst], correct as group, and form groups by needs

- Complete guided practice [|Author's Purpose guided practice wkst] in small differentiated groups || - Complete RJ pg. 55 ||  ||
 * Tuesday, Nov. 9 || - To identify and describe the author's intended purpose of text (R7.A.1.6.1)

- To explain and describe examples of text that support the author's intended purpose (R7.A.1.6.2) || - Copy HW

- Write origninal sentences in vocab. notebook for [|End Unit 3 Academic Vocabulary] (#1-4) || - Review HW pg. 55 at tables

- Complete a formative assessment of author's purpose (10 points) || - Read pg. 56-58 and complete #1 on pg. 59 in RJ ||  || Nov. 10 || - To identify and describe the author's intended purpose of text (R7.A.1.6.1 and R7.A.2.6.1)
 * Wednesday,

- To explain and describe examples of text that support the author's intended purpose (R7.A.1.6.2 and R7.A.2.6.2) || - Copy HW

- at tables, review HW #1 from pg. 59 || - Small group remediation of author's purpose based on formative scores from yesterday's assessment OR - Author's purpose enrichment newspaper activity || - [|Author's purpose writing activity] due tomorrow ||  || Nov. 11 || - To identify, describe, and analyze the genre of a text
 * Thursday,

- specifically reflective writing (R7.A.2.6) || - Copy HW

- Copy [|End Unit 3 Academic Vocabulary] #9-11 || - Whole group - review RJ HW pg. 55 and 59

- Finish author's purpose newspaper activity || - [|author's purpose writing activity - analysis] of peer's writing due tomorrow ||  || Nov. 12 || - To identify, describe, and analyze reflective writing(R7.A.2.6)
 * Friday,

- To analyze a personal experience to generate a broader insight. || - Copy HW

- Copy [|End Unit 3 Academic Vocabulary] #9-11 || - Read and discuss new vocab. (interactive Venn diagram and examples)

- Read and discuss orange chart on pg. 202

- At tables, read and discuss the broader insight for each 'personal experience' on [|3-4 broader insight group activity] wkst; generate a group answer on white board for class response

- Exit ticket: How would you define 'broader insight'? || - Finish [|broader insight wkst] ||  || Nov. 15 || - To identify, describe, and analyze reflective writing (R7.A.2.6) || - Get out HW paper; 2 Interactive Venn diagrams – students place detail cards in correct section of 2 diagrams ||  ﻿ -- Review vocab. (reflective essay, essay, and reflective writing) through review of warm-up Venn diagrams - Using exit slips (define broader insight), split into 2 groups (remediation and proficient) in 2 rooms.- In small groups, share broader insight and 2 personal experiences from HW wkst with a partner, revise with each other as needed using criteria to analyze.- Guided practice - Share responses whole group, analyze according to criteria.- Together in Rm. 210 - Independent formative assessment – read pg. 203 “Working Fire: The making of a Fireman”, then respond to 4 questions (collected and graded)- As time allows after finishing assessment, silently enter academic vocabulary (diction, word choice, style, voice, tone) || - None ||  || Nov. 16 || - To analyze text for tone, diction, and sentence structure in order to state the author's style/voice. || - Copy HW
 * Monday,
 * Tuesday,

- Copy [|End Unit 3 Academic Vocabulary] #12-15

- Pre side of exit ticket || - Discuss new vocab.

- Discuss [|words to describe author's style or voice] handout

- small group: read, discuss, and complete guided practice on RJ pg. 205

- Post side of exit ticket || - Reinforcement worksheet 3-4 B ||  || Nov. 17 || - To analyze text for tone, diction, and sentence structure in order to state the author's style/voice. || - Copy HW
 * Wednesday,

- Get out HW wkst 3-4B and reveiw responses in small groups and whole group using white boards || - Whole class instruction of using marking the text to determine tone, sentence structure, and diction using HW passage on overhead

- [|3-4 Style and Voice Formative Assessment] using "The Melting Pot" text on pgs. 206-210 || - Complete [|Author's Style and Voice Independent Practice]

- Finish [|3-4 Style and Voice Formative Assessment] using "The Melting Pot" text on pgs. 206-210 ||  || Nov. 18 || - To identify, explain, interpret, and analyze cause and effect text organization (R7.B.3.3.1) || - Copy HW
 * Thursday,

- Copy [|End Unit 3 Academic Vocabulary] #16-20 || - Review new vocab terms

- Guided practice - 2 small groups to read, discuss and complete "Plentiful Harvest" pg.407 #1-2, highlighting transition/key words as we read

- Graded Independent Assignment - Read "Plants on the Warpath" on pg. 408 and mark cause-effect transition/key words; answer questions 1-2 on pg. 409 and identify cause-effect key words in 5 sentences ([|5-8 Cause and Effect wkst]) || - Finish graded Independent Assignment - Read "Plants on the Warpath" on pg. 408 and mark cause-effect transition/key words; answer questions 1-2 on pg. 409 and identify cause-effect key words in 5 sentences ([|5-8 Cause and Effect Formative Assessment]) ||  || Nov. 19 || - To identify, explain, interpret, and analyze cause and effect text organization (R7.B.3.3.1) || - Copy HW
 * Friday,

- If you did not 'mark up' [|5-8 Cause and Effect wkst]or pg. 408, do so || - Review [|5-8 Cause and Effect wkst]

- View 2 book trailers (see 'Anchor Books' link on left margin of this website)

- Each student to decide between __Who Moved My Cheese__ and __Four Perfect Pebbles__ as next anchor book

- Book and reading plan distribution (see additional materials column)

- Anchor book long-range assignments discussion and distribution || - Pre-reading questions for anchor book written and answered in journal - due 11/29
 * [|Pebbles Pre-reading questions]
 * [|Cheese Pre-reading questions] || - [|Who Moved My Cheese reading plan]

- [|Four Perfect Pebbles reading plan] ||
 * Nov. 20-Nov.28 || OFF || OFF || OFF || - Pre-reading questions for anchor book written and answered in journal - due 11/29
 * [|Pebbles Pre-reading questions]
 * [|Cheese Pre-reading questions] || - [|Who Moved My Cheese reading plan]

- [|Four Perfect Pebbles reading plan] ||
 * Monday, Nov. 29 || - To analyze text for author's purpose, elements of author's style, and cause/effect text organization || - Turn in pre-reading questions HW

- Read and mark "My Thanksgiving" turkey review sheet

- Recieve new anchor book and questions and journal || - Class review of types of writing, author's purpose, elements of author's style/voice, and cause-effect organization through the turkey review and resource hunt || - Anchor book Journal #1 due Friday, Dec. 3 - Anchor book guided reading questions due Friday, Dec. 3
 * [|Cheese Journal #1]
 * [|Pebbles Journal]
 * [|Cheese guided questions pgs. 19-44]
 * [|Pebbles guided questions for ch. 1-3] || - [|Who Moved My Cheese reading plan]

- [|Four Perfect Pebbles reading plan] ||
 * Tues. Nov. 30 || - To identify, explain, interpret, and/or analyze text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution **(R7.B.3.3.1)** || - New seating

- Copy [|End Unit 3 Academic Vocabulary] #21-27 || - Discuss and complete [|3-9 Expository Writing Notes]

- Guided practice pg. 245 || - Complete RJ pg. 245 #1 & 2, mark text and make marginal notes

- Read anchor book according to reading plan

- Anchor book Journal #1 due Friday, Dec. 3 - Anchor book guided reading questions due Friday, Dec. 3
 * [|Cheese Journal #1]
 * [|Pebbles Journal #1]
 * [|Cheese guided questions pgs. 19-44]
 * [|Pebbles guided questions for ch. 1-3] || - [|Who Moved My Cheese reading plan]

- [|Four Perfect Pebbles reading plan] ||
 * **See Dec. calendar!** || **See Dec. calendar!** || **See Dec. calendar!** || **See Dec. calendar!** || **See Dec. calendar!** || **See Dec. calendar!** ||