Week 19 Advanced English
Monday December
15th
Tuesday Dec. 16th
Wednesday Dec.
17th
Thursday Dec.18th
Friday Dec. 19th
Essential Question(s):
Essential Question(s):
Essential Question(s):
Essential Question(s):
Essential Question(s):
1) How can questioning and
information gathering
support reading and
composing?
1) How can questioning and
information gathering support
reading and composing?
1) How can questioning and
information gathering
support reading and
composing?
1) How can questioning and
information gathering
support reading and
composing?
1) How can questioning and
information gathering
support reading and
composing?
2)What are some ways to
learn the meanings of
unfamiliar words in text?
6.4
2)What are some ways to
learn the meanings of
unfamiliar words in text? 6.4
2)What are some ways to
learn the meanings of
unfamiliar words in text? 6.4
3)What strategies could be
used to identify and
comprehend nonfiction text?
6.6
3)What strategies could be
used to identify and
comprehend nonfiction text?
6.6
4)How can transitional words
and phrases signal an
author’s organizational
patterns? 6.5, 6.6
4)How can transitional words
and phrases signal an
author’s organizational
patterns? 6.5, 6.6
5)What does a writer need
to identify in order to revise
writing correctly? 6.7,6.8
5)What does a writer need
to identify in order to revise
writing correctly? 6.7,6.8
2)What are some ways to
learn the meanings of
unfamiliar words in text?
6.4
3)What strategies could be
used to identify and
comprehend nonfiction
text? 6.6
4)How can transitional
words and phrases signal an
author’s organizational
patterns? 6.5, 6.6
5)What does a writer need
to identify in order to
revise writing correctly?
6.7,6.8
2)What are some ways to
learn the meanings of
unfamiliar words in text? 6.4
3)What strategies could be
used to identify and
comprehend nonfiction text?
6.6
4)How can transitional words
and phrases signal an author’s
organizational patterns? 6.5,
6.6
5)What does a writer need to
identify in order to revise
writing correctly? 6.7,6.8
3)What strategies could be
used to identify and
comprehend nonfiction
text? 6.6
4)How can transitional
words and phrases signal an
author’s organizational
patterns? 6.5, 6.6
5)What does a writer need
to identify in order to
revise writing correctly?
6.7,6.8
SOLs:
SOLs:
SOLs:
SOLs:
SOLs:
6.4, 6.6, 6.7, 6.8
6.4, 6.6, 6.7, 6.8
6.4, 6.6, 6.7, 6.8
6.4, 6.6, 6.7, 6.8
6.4, 6.6, 6.7, 6.8
Objective(s):
Objective(s):
Objective(s):
Objective(s):
Objective(s):
1) The student will be able to
incorporate new vocabulary
words into their writing and
reading.
1)The student will be able to
incorporate new vocabulary
words into their writing and
reading.
1)The student will be able to
incorporate new vocabulary
words into their writing and
reading.
2)The student will be able to
read and comprehend the
nonfiction text.
2)The student will be able to
read and comprehend the
nonfiction text.
1)The student will be able to
incorporate new vocabulary
words into their writing and
reading.
2)The student will be able to
read and comprehend the
nonfiction text.
1)The student will be able to
incorporate new vocabulary
words into their writing and
reading.
2)The student will be able to
read and comprehend the
nonfiction text.
3) Identify and use parts of a
paragraph to create a
paragraph correctly.
2)The student will be able to
read and comprehend the
nonfiction text.
3) Identify and use parts of a
paragraph to create a
paragraph correctly.
3) Identify and use parts of a
paragraph to create a
paragraph correctly.
4)The student will be able to
read, comprehend, and
analyze the novel Flush.
4)The student will be able to
read, comprehend, and analyze
the novel Flush.
Resource(s): Monday
Resource(s): Tuesday
Resource(s): Wednesday
Resource(s): Thursday
Resource(s): Friday
Smartboard,teacher
handouts, dreamhouse
materials, Flush, Flush
activity sheets
Smartboard,teacher handouts,
dreamhouse materials, Flush,
Flush activity sheets
Smartboard,teacher
handouts, dreamhouse
materials, Flush, Flush activity
sheets
Smartboard, greenhouse
writing project, Flush, and
Flush activities
Smartboard, greenhouse
writing project, Flush, and
Flush activities
Vocabulary:
Vocabulary:
Vocabulary:
Vocabulary:
Vocabulary:
nonfiction, main idea, detail,
chronological order, skiff(n),
grimace(v)
gloating(v), pilchard (n)
tarpon (n), bluff (n or v)
murky(adj), wiry(adj)
nonfiction, main idea, detail,
chronological order, skiff(n),
grimace(v)
gloating(v), pilchard (n)
tarpon (n), bluff (n or v)
murky(adj), wiry(adj)
nonfiction, main idea, detail,
chronological order, skiff(n),
grimace(v)
gloating(v), pilchard (n)
tarpon (n), bluff (n or v)
murky(adj), wiry(adj)
nonfiction, main idea, detail,
chronological order, skiff(n),
grimace(v)
gloating(v), pilchard (n)
tarpon (n), bluff (n or v)
murky(adj), wiry(adj)
nonfiction, main idea, detail,
chronological order, skiff(n),
grimace(v)
gloating(v), pilchard (n)
tarpon (n), bluff (n or v)
murky(adj), wiry(adj)
4)The student will be able to
read, comprehend, and
analyze the novel Flush.
3) Identify and use parts of a
paragraph to create a
paragraph correctly.
3) Identify and use parts of a
paragraph to create a
paragraph correctly.
4)The student will be able to
read, comprehend, and
analyze the novel Flush.
4)The student will be able to
read, comprehend, and
analyze the novel Flush.
berthed(v), martyr (n)
jowly (adj), chortle (v)
squall (n), poach (v)
mopey (adj), submerged
(adj)
erratic (adj), blotchy (n)
vat (n), volatile (adj)
deluded (adj), keen (adj)
exasperation (n), snarky (adj)
throttled (v), mortified (adj)
skimpy (adj), bureaucrat (n)
slanderous (adj), mangroves (n)
berthed(v), martyr (n)
jowly (adj), chortle (v)
squall (n), poach (v)
mopey (adj), submerged (adj)
erratic (adj), blotchy (n)
vat (n), volatile (adj)
deluded (adj), keen (adj)
exasperation (n), snarky (adj)
throttled (v), mortified (adj)
skimpy (adj), bureaucrat (n)
slanderous (adj), mangroves (n)
berthed(v), martyr (n)
jowly (adj), chortle (v)
squall (n), poach (v)
mopey (adj), submerged (adj)
erratic (adj), blotchy (n)
vat (n), volatile (adj)
deluded (adj), keen (adj)
exasperation (n), snarky (adj)
throttled (v), mortified (adj)
skimpy (adj), bureaucrat (n)
slanderous (adj), mangroves (n)
berthed(v), martyr (n)
jowly (adj), chortle (v)
squall (n), poach (v)
mopey (adj), submerged (adj)
erratic (adj), blotchy (n)
vat (n), volatile (adj)
deluded (adj), keen (adj)
exasperation (n), snarky (adj)
throttled (v), mortified (adj)
skimpy (adj), bureaucrat (n)
slanderous (adj), mangroves (n)
berthed(v), martyr (n)
jowly (adj), chortle (v)
squall (n), poach (v)
mopey (adj), submerged (adj)
erratic (adj), blotchy (n)
vat (n), volatile (adj)
deluded (adj), keen (adj)
exasperation (n), snarky (adj)
throttled (v), mortified (adj)
skimpy (adj), bureaucrat (n)
slanderous (adj), mangroves (n)
Opening:
Opening:
Opening:
Opening:
Opening:
Journal: Vocabulary
sentence
Journal-Vocabulary sentences
Journal-Partner study
Journal-One Christmas wish
Journal: Rachel’s Challenge
Body:
Body:
Body:
Body:
1)Review Flush up to this point.
2)Read Chapters 7-8 (partner
read). After reading, students
will complete activity sheet for
Chapters7-8. Review sheet if
time allows.
3)Review homeless project
from yesterday. Review
presented articles
4)Introduce paragraph portion.
Students will create a diagram
consisting of three leadoffs and
follow ups.
5)Write rough draft.
1)Vocabulary quiz on first half
of Flush.
2)Finish homeless projectfinal copy.
3)Watch Homeless for the
Holidays until the end of
class.
1)Review movie up to this
point. Finish any remaining
time.
2)Review Flush up to this point
using packet and collect.
3)Take test on Chapters 1-7.
1)Review requirements for
dreamhouse. Allow students
to share on a voluntary
basis. Collect.
2)Review Flush reading from
Friday. Finish Chapters 3
and 4 activity if more time is
needed.
3)Read Chapters 5-6
(teacher read). After
reading, students will
complete activity sheet for
Chapters 5-6. Review sheet
if time allows.
4)Introduce Paragraphs of
Encouragement activity
through jigsaw activity.
Students will read articles in
groups of three, write down
main idea and three details,
and present it to the class.
Closing:
*Review Flush up to this
Closing:
*Review homeless project and
Chapters 7-8 of Flush
Closing:
*Review Homeless project
and movie up to this point.
Closing:
*Review test if time allows.
Body:
1)Reading of A Christmas
Carol for movie preparation in
forum for Starbucks party
Closing: Friday
*Review story up to this point.
point.
Instructional Strategies:
1. Direct instruction
2. Independent
practice
3. Visual
4. Group discussion
5. Summarizing and
Note Taking
6. Reinforcing Effort
and Providing
Recognition
7. Homework and
Practice
8. Nonlinguistic
Representations
9. Setting Objectives
and Providing
Feedback
10. Generating and
Testing Hypotheses
11. Cues, Questions,
and Advance
Organizers
Instructional Strategies:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Direct instruction
Visual
Independent practice
Literary analysis
Group discussion
Reinforcing Effort and
Providing Recognition
Homework and Practice
Setting Objectives and
Providing Feedback
Generating and Testing
Hypotheses
Cues, Questions, and
Advance Organizers
Instructional Strategies:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Direct instruction
Visual
Independent practice
Literary analysis
Group discussion
Reinforcing Effort and
Providing Recognition
Homework and
Practice
Setting Objectives
and Providing
Feedback
Generating and
Testing Hypotheses
Cues, Questions, and
Advance Organizers
Instructional Strategies:
1. Visual
2. Collaboration and
sharing
3. Literary analysis
4. Model reading
5. Summarizing and Note
Taking
6. Reinforcing Effort and
Providing Recognition
7. Homework and
Practice
8. Nonlinguistic
Representations
9. Setting Objectives and
Providing Feedback
10. Generating and
Testing Hypotheses
11. Cues, Questions, and
Advance Organizer
Instructional Strategies:
1. Visual
2. Collaboration and
sharing
3. Model reading
4. Literary analysis
5. Summarizing and Note
Taking
6. Reinforcing Effort and
Providing Recognition
7. Homework and
Practice
8. Nonlinguistic
Representations
9. Setting Objectives and
Providing Feedback
10. Generating and
Testing Hypotheses
11. Cues, Questions, and
Advance Organizer
Assessment: Monday
Assessment: Tuesday
Assessment: Wednesday
Assessment: Thursday
Assessment: Friday
*Jigsaw article activity and
reading of Flush and activity
sheet
*Homeless project and reading
of Flush and activity sheet
*Introduction and conclusion
paragraphs and reading of
Flush and activity sheet
*Flush test
*Reading of A Christmas Carol
Daily HW:
Daily HW:
Daily HW:
Daily HW:
Daily HW:
*Paragraph diagrams
*Flush activity sheet
*Vocabulary quiz is
Wednesday 12-17.
*Rough draft and activity sheet
for Chapters 7-8
*Vocabulary quiz is Wednesday
12-17.
*Review packet for Flush test
on Thursday.
*Bring a snack and drink for
movie tomorrow.
*Review packet for Flush test
on Thursday.
*Bring a snack and drink for
finishing of movie tomorrow.
*NONE
*Have a Merry Christmas.:)