LHS Summer
Academy
Mon.
Teacher:
Dulski/Block
Class:
English
134/234
(A)
Period: 1
Date:
July 15 - 18
LAST WEEK!!! Are you
going to panic or
succeed?
Resources
Standards
Objectives
Activities
Assessments
Homework
Assigned
I can create a
project that will
demonstrate my
ability to utilize my
grammar skills.
Students will create a
poster that outlines
and provides examples
and rules for the
various parts of speech
they learned about this
summer.
Students will work
in small groups to
create a poster on
a noun, verb,
adjective, or
adverb and
provide simple
rules/guidelines
on identifying it in
a sentence. They
will also provide
multiple examples.
Students will be
given time to
work in class.
Paper, Pencil,
computers,
internet access,
projector
TOB 401
Identify the central idea or main topic of
a straightforward piece of writing
SR: 20-23
Freedom Writers
Students will:
-Play with
vocabulary
important to novel
comprehension.
-Read a novel
critically.
-Draw connections
to their lives as they
read about the lives
of the Freedom
Writers.
- Break down
personal
boundaries.
- Learn to discuss
and share.
-Write a
diary/Journal
We are going to pick
up where we left and
read several diaries.
We will pause and
reflect and discuss
each one.
. (Pull out, re-state
directions, re-phrase
questions, re-teach)
Informal through
observation and
discussion.
Students will be
given time to
work in class.
Computers/Novels
/Paper/Pencil/Pen
Determine a theme or central idea of a
text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; provide
an objective summary of the text.
Short Story: Making
Student will:
Identify Irony,
Analyze Plot
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Informal through
observation.
(Two Days)
Teacher and students
will read and discuss
“The Book of the Dead”
(pg. 157). Teacher will
read/Students will
read/Students will do
SSR. Students will
answer the column
(pink, blue, and yellow
as we read the story.
. (Pull out, re-state
directions, re-phrase
questions, re-teach)
Discussion
Questions
Students will be
given time in
class.
Teacher’s
Manual/Sunshine
Book/Pen/Pencil/
Paper
Cite strong and thorough textual evidence
to support analysis of what the text says
explicitly as well as inferences drawn
from the text.
Determine a theme or central idea of a text
and analyze in detail its development over
the course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of
a text, interact with other characters,
and advance the plot or develop the
theme.
Tues.
I can create a
project that will
demonstrate my
ability to utilize my
grammar skills.
Students will continue
grammar projects and
turn in at the end of
class.
Students will work
in small groups to
create a poster on
a noun, verb,
adjective, or
adverb and
provide simple
rules/guidelines
on identifying it in
a sentence. They
will also provide
multiple examples
Students will be
given time to
work in class.
Paper, Pencil,
computers,
internet access,
projector
TOB 401
Identify the central idea or main topic of
a straightforward piece of writing
SR: 20-23
Freedom Writers
Students will:
-Play with
vocabulary
important to novel
comprehension.
-Read a novel
critically.
-Draw connections
to their lives as they
read about the lives
of the Freedom
Writers.
- Break down
personal
boundaries.
- Learn to discuss
and share.
-Write a
diary/Journal
We are going to pick
up where we left and
read several diaries.
We will pause and
reflect and discuss
each one.
Informal through
observation/Discu
ssion
Students will be
given time to
work in class.
Novels/Pen/Paper
Determine a theme or central idea of a
text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; provide
an objective summary of the text.
Shorty Story: Making
Choices
Student will:
Identify Irony,
Analyze Plot
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
. (Pull out, re-state
directions, re-phrase
questions, re-teach)
Informal through
observation.
(Final Day)
Teacher and students
will finish reading and
discussing “The Book
of the Dead” (pg. 157).
Teacher will
read/Students will
read/Students will do
SSR. Students will
answer the column
(pink, blue, and yellow
as we read the story.
. (Pull out, re-state
directions, re-phrase
questions, re-teach)
Formal through
column questions
in complete
answers.
Students will be
given time to
work in class.
Textbook/
Teacher’s
Manual/paper/wri
ting utensil
Cite strong and thorough textual evidence
to support analysis of what the text says
explicitly as well as inferences drawn
from the text.
Determine a theme or central idea of a text
and analyze in detail its development over
the course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of
a text, interact with other characters,
and advance the plot or develop the
theme.
Wed.
I can create a
project that will
demonstrate my
ability to utilize my
grammar skills.
Students will have
time to make up
missing assignments.
They may also modify
assignments for a
better grade.
Students will be
engaged in making
up or correcting
work.
Students will be
given time to
work in class.
Paper, Pencil,
computers,
internet access,
projector
TOB 401
Identify the central idea or main topic of
a straightforward piece of writing
SR: 20-23
Freedom Writers
Students will:
-Play with
vocabulary
important to novel
comprehension.
-Read a novel
critically.
-Draw connections
to their lives as they
read about the lives
of the Freedom
Writers.
- Break down
personal
boundaries.
- Learn to discuss
and share.
-Write a
diary/Journal
We are going to pick
up where we left and
read several diaries.
We will pause and
reflect and discuss
each one.
Informal through
observation.
Students will be
given time to
work in class.
Novels/Pen/Paper
Determine a theme or central idea of a
text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; provide
an objective summary of the text.
Short Story: Making
Choices
Students will:
Explore the
circumstances to
decision making,
Identify themes,
Compare and
contrast characters.
Students and teacher
will finish reading and
discussing “When Mr.
Pirzada Came to Dine”
(Pg. 125). Students
will complete the
column questions
throughout the text
during the reading
(pink, blue, yellow).
Students will use
details from the text to
answer the questions.
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
. (Pull out, re-state
directions, re-phrase
questions, re-teach)
Informal through
observation.
Formal through
column questions
in complete
questions.
Students will be
given time to
work in class.
Textbook/
Teacher’s
Manual/paper/wri
ting utensil
Determine a theme or central idea of a text
and analyze in detail its development over
the course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of
a text, interact with other characters,
and advance the plot or develop the
theme.
. (Pull out, re-state
directions, re-phrase
questions, re-teach)
Thurs.
I can create a
project that will
demonstrate my
ability to utilize my
grammar skills.
Students will take part
in a viewing a film that
culminates the
experiences and skills
they have had during
summer school.
. (Pull out, re-state
directions, re-phrase
questions, re-teach)
Freedom Writers
Students will:
-Play with
vocabulary
important to novel
comprehension.
-Read a novel
critically.
Students will compare
and contrast the novel
with the movie
“Freedom Writers”.
Students will write
Cite strong and thorough textual evidence
to support analysis of what the text says
explicitly as well as inferences drawn
from the text.
Students will be
engaged in the film
and write a
reaction to what
they have seen and
tie it to what they
have learned.
They will describe
how this
experience will
impact their
futures.
Students will be
given time to
work in class.
Paper, Pencil,
computers,
internet access,
projector, journals
TOB 401
Identify the central idea or main topic of
a straightforward piece of writing
SR: 20-23
Venn Diagram
Students will be
given time to
work in class.
DVD: “Freedom
Writers”/
Speakers/Monitor
/Projector
Cite strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Determine a theme or central idea of a
text and analyze in detail its
development over the course of the text,
-Draw connections
to their lives as they
read about the lives
of the Freedom
Writers.
- Break down
personal
boundaries.
- Learn to discuss
and share.
Class PARTY!!!
Everyone bring
something to share
to end the summer
right!!!
Fri.
It’s not
ideas as they watch the
film for their last
assignment using a
Venn Diagram.
Congratulations!!!
To late
including how it emerges and is shaped
and refined by specific details; provide
an objective summary of the text.
Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of
a text, interact with other characters,
and advance the plot or develop the
theme.
You made it
through summer
school!
I hope you have a
great fall!
Maybe I will have
some of you in
class.
To read
Something
So you can
Until then, have a great summer!
Be Smarter! READ!!!