Week 18 Advanced English
Monday December
8th
Tuesday Dec. 9th
Wednesday Dec.
10th
Thursday Dec.11th
Friday Dec. 12th
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: Review dreamhouse
requirements.
Journal-Vocabulary sentences
Journal-Editing
Journal-Vocabulary
Journal: Rachel’s Challenge
Body:
Body:
Body:
Body:
1)Review requirements for
dreamhouse. By the end of
class, students should be
finished with all body
paragraphs. Monitor student
progress.
2)Review Flush up to this point.
3)Read Chapters 3-4 (teacher
read). After reading, students
will complete activity sheet for
Chapters 3-4. Review sheet if
time allows.
1)Review requirements for
dreamhouse. By the end of
class, students should be
finished with the introduction
and conclusion paragraphs.
Monitor student progress.
2)Review Flush up to this
point.
3)Read Chapters 5-6 (teacher
read). After reading, students
will complete activity sheet for
Chapters 5-6. Review sheet if
time allows.
1)Review requirements for
dreamhouse. By the end of
class, students should have
completed a self edit and
revise and a partner edit and
revise. Monitor student
progress.
2)Review Flush up to this
point.
3)Read Chapters 7-8 (partner
read). After reading, students
will complete activity sheet for
Chapters 7-8. Review sheet if
time allows.
Closing:
Closing:
*Review body paragraphs and
Chapters 3-4 of Flush
*Review introduction and
conclusion paragraphs and
Chapters 5-6 of Flush
Closing:
Instructional Strategies:
Instructional Strategies:
Instructional Strategies:
1)Review requirements for
dreamhouse. By the end of
class, students should have
all diagrams completed along
with first body paragraph.
Monitor student progress.
2)Review Flush Anticipation
activity from Friday.
3)Read Chapters 1-2
(Audible.com). After reading,
students will complete
activity sheet for Chapters 12. Review sheet if time
allows.
Closing:
*Review dreamhouse paper
requirements and Flush up to
this point.
Instructional Strategies:
Body:
1)Review requirements for
dreamhouse. By the end of
class, students should have a
significant start on the final
copy.
2)Review Flush up to this
point.
3)Take test on Chapters 1-7.
Closing: Friday
*Review paper up to this point.
*Review Flush.
*Review self and partner edit
and revise and Flush Chapters
7-8
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
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
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
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
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
*Paragraph diagrams and
reading of Flush and activity
sheet
*Body paragraphs and reading
of Flush and activity sheet
*Introduction and conclusion
paragraphs and reading of
Flush and activity sheet
*Paragraph Writing diagrams
*Reading of Flush and activity
sheet
*Final copy
*Flush activity
Daily HW:
Daily HW:
Daily HW:
Daily HW:
Daily HW:
*Paragraph diagrams along
with body paragraph #1
*Body paragraphs and activity
sheet for Chapters 3-4
*Introduction and conclusion
paragraphs and activity sheet
*Revise and editing
*Vocabulary quiz is next
*Vocabulary quiz is next
Thursday.
*Flush activity sheet
*Vocabulary cards are due
12-10.
*Vocabulary cards are due 1210.
for Chapters 5-6
*Vocabulary quiz is next
Thursday.
Thursday.
*Flush activity sheet for
Chapters 7-8
*Final copy is due Monday.