Day 1

Objective: Get to know each other and the classroom; begin the process of building rapport and creating an environment of learning.

Standards:

• Introductions (5 minutes)

• About Mrs. Watson (15 minutes)

• About me (student paper) (30 minutes)

• Classroom tour (20 minutes)

• Using the Classroom Library (10 minutes)

• Icebreaker Questions (15 minutes)

Day 2

Objective: Assess learning styles and students’ current level

Standards:

• Learning style survey (20 minutes)

• Classroom Expectations (10 minutes)

• Transition practice (15 minutes)

• Set up NoRedInk.com account and take pretest (50 minutes)

Day 3

Objective: Understand terms related to informational text; understand text features.

Standards:

8.L.4

8.RI.3

• Tour library (20 minutes)

• Set up Google Classrooms (5 minutes)

• Do first Google assignment (about me questionnaire) (20 minutes)

• Informational text introduction and vocabulary (30 minutes)

• Text features scavenger hunt (20 minutes)

Day 4

Objectives: Determine a main idea for an informational text; analyze its development with evidence and inferences. Understand and use verbals.

Standards:

8.RI.1

8.RI.2

8.L.1

• Read and discuss Garfield article together (50 minutes)

• Verbal lesson/grammar game (30 minutes)

• Set up newsela accounts (15 minutes)

Day 5

Objective: Determine a main idea for an informational text; analyze its development with evidence and inferences.

Standards:

8.RI.1

8.RI.2

8.W.8

8.W.3

• Verbal quiz (15 minutes)

• Find and independently analyze Newsela article (50 minutes)

• Talk about research and why it’s important to use reliable sources (15 minutes)

• Have kids write funny scenarios involving inaccurate online research (creative writing) (15 minutes)

Day 1

Objective: Get to know each other and the classroom; begin the process of building rapport and creating an environment of learning.

Standards:

• Introductions (5 minutes)

• About Mrs. Watson (15 minutes)

• About me (student paper) (30 minutes)

• Classroom tour (20 minutes)

• Using the Classroom Library (10 minutes)

• Icebreaker Questions (15 minutes)

Day 2

Objective: Assess learning styles and students’ current level

Standards:

• Learning style survey (20 minutes)

• Classroom Expectations (10 minutes)

• Transition practice (15 minutes)

• Set up NoRedInk.com account and take pretest (50 minutes)

Day 3

Objectives:

-Understand how to use our media center and how to use important instructional technology. -Understand the basic elements of fiction, with emphasis on plot.

Standards:

9-10.RL.1

9-10.RL.3

9-10.RL.4

9-10.RL.6

9-10.RL.10

• Tour library; check out books (20 minutes)

• Set up Google Classrooms (5 minutes)

• Do first Google assignment (about me questionnaire) (20 minutes)

• Go over basic elements of fiction (15 minutes)

• Look at plot and make plot maps for children’s story in small groups (20 minutes)

• Independent reading (15 minutes)

Day 4

Objectives:

-Use multiple story elements to identify a statement of theme for a short story.

-Understand literal and figurative meanings of a word and how they contribute to a piece of literature

Standards:

9-10.RL.1

9-10.RL.2

9-10.RL.3

9-10.RL.4

9-10.RL.5

9-10.RL.6

9-10.RL.10

9-10.W.7

9-10.W.8

• Discuss “what is poison?” (5 minutes)

• Students research different kinds of poisons online in small groups (10 minutes)

• Present findings; direct discussion toward emotional poison too (15 minutes)

• Read Roald Dahl’s short story “Poison” (40 minutes)

• Discuss (10 minutes)

• Answer questions (10 minutes)

Day 5

8/30

Objective: Determine a main idea for an informational text; analyze its development with evidence and inferences.

Standards:

8.RI.1

8.RI.2

8.W.8

8.W.3

• Verbal review (10 minutes)

• Find and independently analyze Newsela article (50 minutes)

• Talk about research and why it’s important to use reliable sources (15 minutes)

• Have kids write funny scenarios involving inaccurate online research (creative writing) (15 minutes)

9/1

Objectives: Read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

Determine the reliability of online sources.

8.RL.10

8.W.8

• Visit the library to pick up book for the September independent reading project (30 minutes)

• Independent reading time (20 minutes)

• Website evaluation (40 minutes)

8/29 (B)

Objectives:

-Use multiple story elements to identify a statement of theme for a short story.

-Understand literal and figurative meanings of a word and how they contribute to a piece of literature

Standards:

9-10.RL.1

9-10.RL.2

9-10.RL.3

9-10.RL.4

9-10.RL.5

9-10.RL.6

9-10.RL.10

9-10.W.7

9-10.W.8

• Discuss “what is poison?” (5 minutes)

• Students research different kinds of poisons online in small groups (10 minutes)

• “Poison or punch” activity (15 minutes)

• Read Roald Dahl’s short story “Poison” (40 minutes)

• Discuss (10 minutes)

• Answer questions (10 minutes)

8/30-8/31

Objectives:

-Understand characterization methods

-Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme

-Cite strong and thorough textual evidence to support inferences drawn from the text.

Standards:

9-10.RL.1

9-10.RL.2

9-10.RL.3

9-10.RL.4

9-10.RL.5

9-10.RL.6

9-10.RL.10

9-10.W.2

9-10.W.4

• Brief teacher presentation on characterization methods (10 minutes)

• Read and discuss “The Cactus” by O. Henry with a focus on how the author develops the main character (50 minutes)

• Define difficult vocabulary from the short story (30 minutes)

9/1-9/2

Objectives:Read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

9-10.RL.10

9-10.RL.3

9-10.W.9

• Visit the library to pick up book for the September independent reading project (30 minutes)

• Independent reading time (20 minutes)

• Write character analysis essay over “The Cactus” (40 minutes)