STUDENT EXPECTATION Students analyze, make inferences and draw conclusions about expository test and provide evidence from text to support their understanding. Students are expected to:
12B-distinguish factual claims from commonplace assertions
SE
7.12B
Verbs/Academic Vocabulary
 Cause and effect
Quality Questions and Level
 What are some ways the plague bacterium
How? Strategy or Strategies Real World Application
 Understanding and organization spread through Europe?
 How did lack of knowledge about disease encourage the spread of the plague?
 How did the Black Death affect the
European economy?
 What characteristics of the plague epidemic made it, as Dianna Childress says, a “natural disaster”? Support your answer with evidence. identifying the main causes in informational texts and determining what the effects of those causes are.
Days of the Week

Review cause and effect organization

Socratic Seminar
STUDENT EXPECTATION-Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to:
15A-describe the structural and substantial differences between an autobiography or diary and a fictional adaptation of it.
SE
Verbs/Academic Vocabulary
 Autobiography

Biography

First person point
 of view
Third person point of view
Quality Questions and Level
 What do you think Armstrong’s

 purpose is for writing his autobiography? (Identify purpose)
What message about life do you think the excerpt from 23 Days in July conveys?
Would Armstrong still be a winner without having achieved an unprecedented number of victories at the Tour de France? Explain.
How? Strategy or Strategies Real World Applications

Biographies and autobiographies have a myriad of reasons for their need and importance and understanding such as:

-to capitalize on their notoriety and fame for financial gain.

-to defend against criticism by telling their side of the story
 -to help others understand who they are or what they believe in.

Quickly re-read “Like Black Smoke, The Black Death’s Journey”

Review and discuss causes and effects for the black death

Days of the Week

Introduce elements of biographies and autobiographies

Review biography/autobiography

Read It’s Not About the Bike

Review and discuss author’s purpose, theme

Discover elements of autobiography in It’s Not About the Bike

Read 23 Days in July

Discover elements of biography in It’s Not About the Bike
STUDENT EXPECTATION-Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:
4A-analyze the importance of graphical elements on the meaning of a poem.
SE
Verbs/Academic Vocabulary

Narrative Poetry

Rhythm

Meter

Imagery
Quality Questions and Level

What creates the rhythm of a poem?

How does the major conflict in the poem drive the action?

The highwayman is a law-breaker. Is it still possible to see him as a man of honor?
How? Strategies

TPCASTT
Real World Applications

Understanding how many poems were written about historical events and how the poem portrays those events.
Days of the Week

Review narrative poetry, rhythm, meter and imagery in poetry
 Review The Highwayman

Read aloud The Highwayman

Paraphrase and discover elements of poetry in the poem
 Continue to read, paraphrase and discover elements of poetry in the poem

Summative over Non-fiction

Ticket Out

Ticket out

Socratic Seminar
 Socratic Seminar