3 (6%) of 50 Questions in the STAAR were based on Literary Non-fiction. Test questions were all linked to
Figure 19D
Henderson Middle School
English Language Arts
Teacher Name: Jose J. Gallegos, Erika Morales, & Renita Johnson READING-ENGLISH
Grade Level & Content Area: 7th ELA Unit 4_Lesson Plan for Week of: __Jan. 05-Feb. 06, 2014
NOTE: Open-Ended Questions and DOK Questions are highlighted in yellow
THEMATIC: BASED ON “WAYS ADVENTURES play a role on influencing you to do something” For
writing Personal Narrative use the PLOT DDIAGRAM and for the Expository the SMEEEF Method
NOTE: SPIRALED GENRE: EXPOSITORY. Use the expository passages from FIVE-HIVE to spiral with Fiction
Active learning Activities
Activity Lesson Hook-“I DO” (5 minutes)
*Teacher story-telling *Problem Starter *FIVE-HIVE *DOL
*Vocabulary Focus *Ask, did you know….? *Reflective Question
Activity Direct Instruction –“WE DO” (5-10 minutes)
*Class Discussions *Text Reading *Note taking *Introduction of voc.
Words *Guided practice *Power-Points *Elmo Presentations *Smartboard *Whiteboards *Lecture *Mnemonic Devices
Activity Cooperative/Hands-On Activity (15-25 minutes)
*Instructional games *Team Activity *Paired reading-problem solving
*Kagan Strategies *Manipulatives *Common Place Assertions *Graphic
Organizers *Foldables *Instructional activities *Role Playing *DOK
Questions *Open-ended questions *Essays-Narrative-ExpositoryProcedural-Playscripts-Short Fiction Story-Persuasive-Research paper
*Newspaper Article Poem Writing *Text Evidence *Response to
Literature *Peer_Reviews *Interviews *Quick writes
Activity Learning Check/Formative Assessments (5 minutes)
White boards *Journal *Stand up and … *Mini Quiz *Exit tickets
*Reflection *4 corners *Quick oral response *Surveys *Responses
*Logs
_______________________________ _________________________________________________________________________________
SE% 2013 and 2014 from 2014=56.34%
our students:
2013=50%-April Spanish Test/63.91%-April English Test, 81.82%-May
Spanish Test/25%-English Test
______________________________
__________________________________________________________________________________
Content Objective
Reading:
Students will understand how to 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.
Literary Non-fiction
Introduce literary nonfiction vocabulary 7.2
Review nonfiction elements 7.7A
SPIRALED GENRE: FICTION
Spiraled Genre:
Fiction
Students apply Figure 19F to make connections (inter-textual, thematic links,
author analysis) between and across texts of various genres including other
media (e.g. film, play) and provide textual evidence.
Writing:
Students will understand how to write a reflective piece about a specific
personal experience that includes a decision that was made, reasons for
actions, and/or consequences from that decision.
Writing Process
(Personal Narrative with Extensions)
Introduce personal narrative 7.16A
Publish Personal Narrative with extensions in writing portfolio (7.16A)
Language Objective:
Listening, Speaking &
Teamwork
7.26A listen to and interpret a speaker's messages (both verbal and
nonverbal) and ask questions to clarify the speaker's purpose and perspective
7.26C draw conclusions about the speaker's message by considering verbal
communication (e.g., word choice, tone) and nonverbal cues (e.g., posture,
gestures, facial expressions)
7.27A – present a critique of a literary work, film, or dramatic production,
employing eye contact, speaking rate, volume, enunciation, a variety of natural
gestures, and conventions of language to communicate ideas effectively
7.28 participate productively in discussions, plan agendas with clear goals and
deadlines, set time limits for speakers, take notes, and vote on key issues.
o Introduce types of literary nonfiction (autobiographies, biographies, memoirs,
Lesson Introduction
(Procedures)
personal narratives, letters, journals, diaries) PH page 7 and 410-411
o Discuss elements of literary nonfiction including structural and substantive
differences between an autobiography and a fictional adaptation of it
o Also suggested writing prompts:
Personal Narrative w/Extensions
Think carefully about the following statement: Life is full of adventures.
Some are big and some are small, but all of them are important.
Write a personal narrative about an adventure you have had. Be sure to
describe the adventure in detail and explain how this adventure influenced
your life.
Expository
Read the following quote: “He who fails to plan, plans to fail.”
Think carefully about the following statement: Planning is an essential part of
achieving one’s goals. Any person that has a goal, regardless of what that goal
may be, must do some planning to accomplish their objective.
Write an essay explaining how planning ahead can help a person accomplish
his/her goals.
EXPOSITORY
Read the following quote
Americans are fascinated by their pets. People read books and magazines and
watch TV shows to learn everything they can about their pets.
Think carefully about the following statement.
Think about some of the things you need to know in order to take care of a pet.
Do different pets require different kinds of knowledge, or are all pets basically
the same when it comes to understanding how to care for them?
Write an expository essay in which you explain what people need to know to
take care of a pet.
Be sure to—




Clearly state your controlling idea
Organize and develop your explanation effectively
Choose your words carefully
Use correct spelling, capitalization, punctuation, grammar, and
sentences
OER Use textual evidence to support your findings.
In “The Real Story of a Cowboy’s Life,” why did the settlers object to cattle
coming through the land where they lived? Why did cowboys object to going
around settled areas?
In Rattlesnake Hunt, note two ways in which Rawlings shows that she had
partly overcome fears. Why does the author announce at the end of the hunt
that she had won a “victory”?
Vocabulary Words:
Fictional Adaptation
Autobiography
Biography
Memoir
Personal Narrative
Letters
Journals
Diaries
Chronological Organization
Open-Ended Questions:
o
o
o
o
o
o
o
o How do the descriptions of key events in _______________’s life in the story
differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and
his/her autobiography, how is the description of the childhood setting
different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction
selection and the fiction selection? Both the piece of fiction and the nonfiction selection express the importance of ______________________?
DOK Questions
Can you explain how ________affected ________?
How would you classify _______?
How would you summarize _________?
What ?
What conclusion can be drawn from the text?
What is your interpretation of the text?
How would you describe the _________?
What is the writing process?
What is the first step before writing your first draft?
What steps are needed to edit?
Recommendations for TIER II and III students below level
*Arrange students into small groups.
Give students a copy of a KWL chart with the topic identified as: Snakes.
Students work together to complete the first 2 columns.
* Provide examples of similarities between autobiography and fictional
adaptation.
In partners, students will identify the comparisons between a fictional and
autobiography piece.
* Have one student tell about his or her experience. Have the listener restate
the answer to the 5 Ws and H questions he/she heard during partner’s
explanation.
* Have students draw a picture of something they did and a consequence that
happened as its result. Then have them write a label for their action and
consequence.
*NOTE: Intervention classes, Mrs. Morales, Mr. Gallegos, and Mr.
Castaneda are re-teaching previous unit for reinforcing TEKS. Also
I-Station will be used as a remedial for reading development and
progress.
Monday January 05, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 TEACHER PREP
READING
 TEACHER PREP
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
 TEACHER PREP
READING
 TEACHER PREP
Tuesday January 06, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class IRREGULAR VERBS ON WS Textbook page 772. Identify the present, past,
past participle of the following words: KNEW, DRANK, GAVE, MADE, WROTE
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss in groups what is real and not real in stories. QUICK WRITE=
What parts of a story are real when a story is fiction? If you told someone a story about something that
happened to you, would it be real or not? Why?
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
 Students will REVIEW how to differentiate between simple, compound, and complex sentences. On a T-Chart
have students writer on the left all the COMPOUND sentences and on the right side the COMPLEX sentences
 They will also answer the DOK Question(s) Explain the difference between COMPOUND and COMPLEX
sentences?
READING NOTE have students bring their Social Studies and Science Books
 Students will read pages 4-7 on FICTION and NON-FICTION. On a T-Chart or a foldable of two sides have students
identify Non-fiction they have read in Science and Social Studies. Left side is Science and right side Social Studies.
Examples: Information on cell development is considered non-fiction information. The Colonization Era is
considered non-information. (Literature across Curriculum).
 They need to answer the DOK Question(s); What strategies do you use when reading informative passages in
your Social Studies and Science classes? How is reading for both classes the same and different from what you
read in your Language Arts class?
Wednesday January 07, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class a QUICK WRITE= List two EXPOSITORY passages and two NARRATIVES they
have read during this school year. Students will share their answers with the class.
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss the types of Non-fiction on: BIOGRAPHY, AUTOBIOGRAPHY,
DIARIES, JOURNALS, and LETTERS, refer to PH pages 410-411. On a foldable of five rows have students define
each form with their own definition and an illustration. (10 minutes).
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH


Students will cut the pieces and glue them on the T-Chart EXPOSITORY VS PERSONAL
NARRATIVE. Note They did this back in September, so this will be a REVIEW.
Then they will answer the DOK Question(s) What are some differences between an EXPOSITORY
VS PERSONAL NARRATIVE? Explain?
READING
My Non-Fiction Book= BIOGRAPHY and AUTOBIOGRAPHY
 Students will create their own student book. They will get one white sheet of paper and one color construction
paper. Have them fold it hamburger style and staple it. The first page will be BIOGRAPHY where they will write a
paragraph of their partner. Second page AUTOBIOGRAPHY they write a paragraph of themselves. They may bring
a copy of their baby picture or school picture for their book activity.
 They need to answer the DOK Question(s); No DOK Question
Thursday January 08, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class for practice have students write two short paragraphs for differentiating
between PERSONAL NARRATIVE and EXPOSITORY. Give students the topic of: For EXPOSITORY students will
explain the importance of good health. For PERSONAL NARRATIVE students will tell a time when they were not
eating healthy things. (This will also continue the following day).
READING
Sharing yesterday’s direct activity
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.power-point/
or in print AND Explain, model, and discuss the types of Non-fiction on: BIOGRAPHY, AUTOBIOGRAPHY, DIARIES,
JOURNALS, and LETTERS. Have students share their foldable of five rows definitions on BIOGRAPHY,
AUTOBIOGRAPHY, DIARIES, JOURNALS, and LETTERS.
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
TODAY WILL BE THE FIRST DAY FOR STUDENTS TO START WRITING THEIR BRAINSTORMING
 Students will read as a class WS Textbook page 93 “Narrative Writing” and “Narrative Paragraph” on WS
Textbook page 94. Then have students create a TOPICS LIST as the one on WS Textbook page 95 for their prompt.
The Prompt is Write a personal narrative about an adventure you have had. Be sure to describe the
adventure in detail and explain how this adventure influenced your life.

They will also answer the DOK Question(s) How is the planning for a narrative different from an expository?
READING
CONTINUE WITH My Non-Fiction Book= BIOGRAPHY and AUTOBIOGRAPHY
 Students will create their own student book. They will get one white sheet of paper and one color construction
paper. Have them fold it hamburger style and staple it. The first page will be BIOGRAPHY where they will write a
paragraph of their partner. Second page AUTOBIOGRAPHY they write a paragraph of themselves. They may bring
a copy of their baby picture or school picture for their book activity.
 They need to answer the DOK Question(s); How is your OWN BOOK structured for letting readers know more
about you?
Friday January 09, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class re-explain and model as a class have students continue writing two short paragraphs for differentiating
between PERSONAL NARRATIVE and EXPOSITORY. Give students the topic of: For EXPOSITORY students will
explain the importance of good health. For PERSONAL NARRATIVE students will tell a time when they were not
eating healthy things. (10 minutes for both short paragraphs).
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss QUICK WRITE= Describe how FACEBOOK, MYSPACE, or
other network are used for communicating with friends: List five then students will share with the class
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
 Students will start PREWRITING SELECTING A TOPIC SENTENCE for their 1st Draft. Use WS Textbook
page 102 as reference. On a paper have students create SENTENCE STARTERS as the one on page 102.
 They will also answer the DOK Question(s) Using the T-Chart of Narrative vs Expository, what would be a good
HOOK to sue as your TOPIC SENTENCE?
READING
CREATING THEIR OWN DIARY
 Students will review Non-fiction on: DIARIES, JOURNALS, and LETTERS, refer to PH pages 410-411. Have them
create their own DIARY with five questions they generate. Then they will hand over the diary to their partner and
have them answer the questions. *They will need two white papers and a construction paper. *Fold all three
hamburger style and staple. Example of questions: What are the activities you enjoy in school? Who makes
you happy at school? What awful thing did you do at school today? What did you enjoy eating during
breakfast or lunch? Do you feel you had a good or bad day?
 They need to answer the DOK Question(s); How is a dairy different from a biography or autobiography and
what are their similarities? USE A VENN DIAGRAM
Monday January 12, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of the childhood
setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class COMPARATIVE and SUPERLATIVE ADJECTIVES. Have students identify the
following:
*Billy is taller than Willy, and Jimmy is the _________ of all. (Answer=tallest)
*Although Mrs. Johnson has many cookies, Mrs. Morales has _________ cookies than Mrs. Johnson.
*Even though Mr. Gallegos is a good runner, Mr. Castaneda is a ___________ runner in the team.
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss how to reflect when struggling with their identity. Example=
Some one who has a problem being popular at school would reflect on what changes do they need to change in
order to be taken seriously by others. Have students REFLECT on FIVE things they would change about
themselves so that others might like them more (10 Minutes).
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
SENSORY CHART and ADDING DUALOGUE
 Students will create their SENSORY CHART to include some of the DETAILS they will need.
*I SAW…*I HEARD…*I SMELLED…*I FELT…. Then they will create their own DIALOGUE CHART with at least some
dialogue they might use in their writing.
 They will also answer the DOK Question(s) Why is sensory language used in personal narratives?
READING
CHRONOLOGICAL ORDER and MAIN IDEA
 Students will read a REFELCTIVE ESSAY that could be used for a diary, “Volar: To Fly” on PH pages 452-456. As
they are reading students will need to identify in chronological order what experiences did the author
encountered for wanting to have SUPERPOWERS. Use a CHRONOLOGICAL ORGANIZER or FOLDABLE. For each
written experience an illustration needs to be added. Then they need to describe what FICTION ELEMENTS are
found in the selection and the MAIN IDEA.
 They need to answer the DOK Question(s); NO DOK Question
Tuesday January 13, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class the QUICK WRITE= Identify some of the elements used when writing a
PERSONAL NARRATIVFE
READING
SHARING REFLECTIONS
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND As a class have students share: Their FIVE things they would change about themselves
so that others might like them more with the whole class (10 Minutes).
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
PREWRITING 1ST DRAFT Drafting Beginning and Middle Paragraphs
 Students will start Drafting Beginning Paragraph for their 1st Draft for their 1st Draft. WS Textbook
pages 107109, especially page 109 on how to start their personal narrative as reference.
 They will also answer the DOK Question(s) Is a first draft the beginning or last part of the WRITING PROCESS?
READING
CHRONOLOGICAL ORDER and MAIN IDEA
 Students will CONTNUE reading a REFELCTIVE ESSAY that could be used for a diary, “Volar: To Fly” on PH pages
452-456. As they are reading students will need to identify in chronological order what experiences did the
author encountered for wanting to have SUPERPOWERS. Use a CHRONOLOGICAL ORGANIZER or FOLDABLE. For
each written experience an illustration needs to be added. Then they need to describe what FICTION ELEMENTS
are found in the selection and the MAIN IDEA. When they finish HAVE STUDENTS SHARE their FOLDABLE
 They need to answer the DOK Question(s); What can the reader infer about the narrator and her mother?
Wednesday January 14, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class how to identify SENTENCE FRAGEMENTS: Write C for complete sentence
and F for fragment. *____Are afraid of humans. (F) *____River otter’s, once common in North America, are
rarely see. (S) *Paddling with their feet and using their strong tails to steer. (F) *Otters paddle with their feet
and use their strong tails to steer. (S)
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss QUICK WRITE= What do athletes learn about themselves?
Also Why do you think SPORTS are important?
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
PLEASE CONTINUE WITH PREWRITING 1ST DRAFT BEGINNING AND MIDDLE PARAGRAPHS
/SENTENCE FRAGMENTS AS REFERENCE ON WS WORKBOOK PAGE 92
ENGLISH

Students will continue Drafting Beginning Paragraph for their 1st Draft for their 1st Draft. WS Textbook
pages 107109, especially page 109 on how to start their personal narrative as reference.
 They will also answer the DOK Question(s) NO DOK Question
READING
POINT of VIEW and PRONOUN USAGE on PASSAGE for GRAPHICAL COMPONENTS IN AN AUTOBIOGRAPHY
 Students will read an AUTOBIOGRAPHY “Eat Dirt” on PH page470. Have students identify the POINT OF VIEW by
identifying the PORNOUNS: Use a T-Chart. On the right have them write the POINT of VIEW and on the right the
PRONOUNS used and the clues it is an autobiography.
 They need to answer the DOK Question(s); Why is the narrator skipping in time in the passage? Answer is
remembering the past instead of telling a story.
Thursday January 15, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class FAN BOYS. *The test was easy, ____ long. *Ernest doesn’t know if he
should buy a IPod, ____ a new cell phone with his Christmas money. *Ronnie has four golden records, two
number one hits, ____ one Hall of Fame post. *The plate is hot, ___ be careful when touching it.
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss how the SETTING is used in an AUTOBIOGRAPHY: Possible
answers= Birth place, home town, location …etc (10 Minutes) You may refer to “Volar: To Fly” on how the
narrator living at the apartment building motivated her to want to be somewhere else.
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
START 1st DRAFT ENDING PARAGRAPH
 Students will start Drafting Ending Paragraph for their 1st Draft on WS Textbook Page 112 as reference.
They must follow the following: *Put events in order in which they happened *Appeal to your reader’s
senses *Create a clear picture with action words *Use dialogue to keep action moving
 They will also answer the DOK Question(s) What does the writer tell the reader that is simple and interesting at
the end? Answer is what he/she learned.
READING
COMPARE & CONTRAST AUTOBIOGRAPHY vs REFLECTIVE ESSAY
 Students will CONTINUE with the AUTOBIOGRAPHY “Eat Dirt” on PH page 470. When they complete identifying
the POINT OF VIEW by identifying the PORNOUNS: Use a T-Chart, have them work on the following open-ended
questions as it was instructed in the CURRICULUM: How do the descriptions of key events in the NARRATOR’s life
differ in his autobiography? In comparing the NARRATOR’s life told by him how is the description of his childhood
setting part of his experience? What are some similarities and differences between the literary non-fiction
selection “Eat Dirt” and the reflective selection “Volar: To Fly” pages 452-456?
 They need to answer the DOK Question(s); NO DOK Question
Friday January 16, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class SUBORDINATING CONJUNCTIONS. Circle the subordinating conjunctions:
*Although he survived the dive, his body was all black and blue.(although) *He lost consciousness before he hit
the water. (before) *Two tennis players once continued a point for 78 straight minutes until one player had to
stop the volley ball to give a tennis lesson. (until)
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss FICTION ELEMENTS for comparing AUTOBIOGRAPHY vs
FICTIONAL ADAPTATION as stated in the district’s curriculum so on a QUICK WRITE= What are some fiction
elements used in story telling: On a paper have students identify FIGURATIVE and SENSORY LANGUAGE (10
Minutes).
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
 Students will CONTINUE Drafting Ending Paragraph for their 1st Draft on WS Textbook Page 112 as
reference. They must follow the following: *Put events in order in which they happened *Appeal to your
reader’s senses *Create a clear picture with action words *Use dialogue to keep action moving. Also have
students go through the three questions on WS Text book to check their ending on page 117.
 They will also answer the DOK Question(s) NO DOK Question
READING
COMPARING AUTOBIOGRAPHY vs FICTIONAL ADAPTION PIECE and POINT OF VIEW
 Students will read “Playing Time” on PH pages 471-473 for COMPARING AUTOBIOGRAPHY vs FICTIONAL
ADAPTION PIECE as STATED IN THE CURRICULUM BY THE DISTRICT. As they are reading have students fill in the
PLOT DIAGRAM and identify the POINT OF VIEW to identify who is TELLING the STORY.
 They need to answer the DOK Question(s); How were you able to determine the story’s POINT OF VIEW?
Monday January 19, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 NO SCHOOL Dr. Martin Luther King
READING
 NO SCHOOL Dr. Martin Luther King
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
 NO SCHOOL Dr. Martin Luther King
READING
 NO SCHOOL Dr. Martin Luther King
Tuesday January 20, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class ANTECEDENTS. 1.) I took my car to the corner gas station because it was
nearly empty. (Unclear Pronoun). Answer= Because my car was nearly empty, I took it to the corner gas station.
2.) When I put on my foot into the shoe, it was wet. (Unclear Pronoun). Answer= My foot was wet when I put it
into the shoe.
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss one SCHOOL EVENT they think could be used in an
autobiography: List three examples and share as a class. Example: *2012-2013 one of our football player’s knees
came dislocated during a game. *The day when a baby fox was loose on campus. *A student was chocking
during lunch and an assistant principal gave him aid.
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
PREWRITING PEER REVIEW/REVISING FOR BEGINNING AND MIDDLE PARAGRAPHS OF THEIR 1ST DRAFT
 Students will go through peer review for their 1st Draft using the rubric on WS Text book page 122. For
additional help they may refer to pages 114-115 for FFOCUS & COHEREHNCE, pages 116-117 ORGANIZATION,
pages118-119 DEVELOPMENT OF IDEAS, and pages 120-121 for VOICE.
 They will also answer the DOK Question(s) Why do you use ANTECEDENTS when writing? Did you use
antecedents?
READING
CONTINUE COMPARING AUTOBIOGRAPHY vs FICTIONAL ADAPTION PIECE and POINT OF VIEW/MAIN IDEA
 Students will re-read “Playing Time” on PH pages 471-473 and Eat Dirt on PH page 470 for COMPARING
AUTOBIOGRAPHY vs FICTIONAL ADAPTION PIECE as STATED IN THE CURRICULUM BY THE DISTRICT. On a VENN
DIAGRAM have students COMPARE TEXT STRUCTURES of both passages, including the MAIN IDEA and POINT OF
VIEW.
 They need to answer the DOK Question(s); How does an AUTOBIOGRAPHY vs FICTIONAL ADAPTION PIECE
differ?
Wednesday January 21, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class ANTECEDENTS. 1.) When the ice floe reached the old dam, it broke.
(Unclear Pronoun). Answer= The ice floe broke when it reached the old dam.2.) After he’d left the present on the
doorstep, Gerard realized it was the wrong one. (Unclear Pronoun). Answer= Gerald realized it was the wrong
present after he’d left it it on the doorstep.
READING
CONTINUE WITH YESTERDAY’S DIRECT INSTRUCTION THEN STUDENTS SHARE
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss one SCHOOL EVENT they think could be used in an
autobiography: List three examples and share as a class. Example: *2012-2013 one of our football player’s
knees came dislocated during a game. *The day when a baby fox was loose on campus. *A student was
chocking during lunch and an assistant principal gave him aid.
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
CONTINUE WITH PREWRITING PEER REVIEW/THEN START 2ND DRAFT
 Students will CONTINUE with peer review for their 1st Draft using the rubric on WS Text book page 122. For
additional help they may refer to pages 114-115 for FFOCUS & COHEREHNCE, pages 116-117 ORGANIZATION,
pages118-119 DEVELOPMENT OF IDEAS, and pages 120-121 for VOICE.
 Then students will start their 2nd DRAFT
 They will also answer the DOK Question(s) How are the suggestions from the PEER REVIEW help you improve
your paper?
READING
CONTINUE COMPARING AUTOBIOGRAPHY vs FICTIONAL ADAPTION PIECE and POINT OF VIEW/MAIN IDEA
 Students will re-read “Playing Time” on PH pages 471-473 and Eat Dirt on PH page 470 for COMPARING
AUTOBIOGRAPHY vs FICTIONAL ADAPTION PIECE as STATED IN THE CURRICULUM BY THE DISTRICT. On a VENN
DIAGRAM have students COMPARE TEXT STRUCTURES of both passages, including the MAIN IDEA and POINT OF
VIEW.
 They need to answer the DOK Question(s); How does an AUTOBIOGRAPHY vs FICTIONAL ADAPTION PIECE
differ?
Thursday January 22, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
WRITING TEACHER TEST EXPOSITORY
 As a class explain and model as a class SKIP WE DO and go to YOU DO for a Teacher Writing Test Expository
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss SKIP STRAIGH TO THE TEACHER TEST
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
WRITING TEACHER TEST EXPOSITORY
 Students will take a WRITING TEST using the PROMPT for this UNIT. READ For students, school breaks provides a
relaxing from an everyday busy days in school. There are fun things to do that could be seen as adventures. On
the other hand, sleeping until noon on days you have no school has its drawbacks. THINK Think about how you
spend your school breaks. Consider the fun times as well as the boring times. WRITE Write an expository essay
that discusses the good and bad points about having school breaks during holidays.
 They will also answer the DOK Question(s) NO DOK Question
READING
Teacher Test
 Students will take the teacher TEST A for “Eat Dirt” and “Play Time” on PH pages 470-473. They will need to
provide TEXT EVIDENCE and follow testing strategies.
Friday January 23, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
WRITING TEACHER TEST EXPOSITORY
 As a class explain and model as a class SKIP WE DO and go to YOU DO for a Teacher Writing Test Expository
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss SKIP STRAIGH TO THE TEACHER TEST
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
CONTINUE WITH WRITING TEACHER TEST EXPOSITORY
 Students will take a WRITING TEST using the PROMPT for this UNIT. READ For students, school breaks provides a
relaxing from an everyday busy days in school. There are fun things to do that could be seen as adventures. On
the other hand, sleeping until noon on days you have no school has its drawbacks. THINK Think about how you
spend your school breaks. Consider the fun times as well as the boring times. WRITE Write an expository essay
that discusses the good and bad points about having school breaks during holidays.
 They will also answer the DOK Question(s) NO DOK Question
READING
Continue with Teacher Test. Then review answers and their Open Ended Question from the test
 Students will take the teacher TEST A for “Eat Dirt” and “Play Time” on PH pages 470-473. They will need to
provide TEXT EVIDENCE and follow testing strategies.
Monday January 26, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class ANTECEDENTS. 1.) Though the chauffeur drove the limousine into the
fence, it wasn’t damaged. (Unclear Pronoun). Answer= The limousine wasn’t damaged even though the chauffeur
drove it into the fence.
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss QUICK WRITE= Identify some of your traits as a student and
as a child. Then share with class (10 Minutes).
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH

Students will CONTINUE WITH 2ND DRAFT
Students will CONTINUE with CONTUINUE with their 2nd DRAFT. As they are writing they must check the
following: *Does the dialogue show each speaker’s personality? *Am I SHOWING or just TELLING my story,
meaning if it is SHOWING then I am creating a picture with vivid description for the reader, or am I only telling
the story with hardly vivid description? *Did I use a variety of SENSORY DETAILS?
 They will also answer the DOK Question(s) Why is SENSORY LANGUAGE important in a personal narrative?
READING
PREDICTION AND CHARACTER TRAITS
 Students will read a short AUTOBIOGRAPHY and create a quick short autobiography of themselves. First they
will read “No Gumption” on PH page 474. As they are reading have students identify the child’s characterization
based on the information being read, use a Characterization Organizer. Also the child’s traits.
Tuesday January 27, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class SUBORDINATING CONJUNCTIONS. *When Lawson Robertson and Harry
Hillman set a track and field record, they did it in a three legged race. (Answer=When) FAN BOY. *Joey broke the
ornaments, ____ he continued playing with the ball. (Answer=yet)
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss QUICK WRITE= HOW THEME is part of a learning
experience?
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
PEER REVIEW for 2nd DRAFT
 Students will go through peer review for their 2nd Draft using the rubric on WS Text book page 122. For
additional help they may refer to pages 114-115 for FFOCUS & COHEREHNCE, pages 116-117 ORGANIZATION,
pages118-119 DEVELOPMENT OF IDEAS, and pages 120-121 for VOICE.
 They will also answer the DOK Question(s) How different is my 1st DRAFT from the 2nd DRAFT?
READING
AS STATED IN THE CURRICULUM STUDENTS WILL COMPARE ALL PASSAGES
 Students will re-read “Eat Dirt” and “Play Time” on PH pages 470-473 and “No Gumption” on PH page 474.
Then using the GRAPHIC ORGANIZER on PH page 468 they need to identify the NARRATOR, POINT OF VIEW,
CHARACTERS, PLOT, and THEME FOR ALL THREE PASSAGES
 They need to answer the DOK Question(s); What are some similarities and differences between the literary
non-fiction selection and the fiction selection above?
Wednesday January 28, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class SUBORDINATING CONJUNCTIONS. *Although he had a 150-pound man on
his back, Noah Young ran a mile in 8 minutes 30 seconds.. (Answer=Although) FAN BOY. *A few stores had great
sales, ___ . (Answer=yet)
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss QUICK WRITE= HOW POINT OF VIEW is part of a learning
experience?
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
CONTINUE WITH PEER REVIEW for 2nd DRAFT AND EDITING
 Students will CONTINUE with peer review for their 2nd Draft using the rubric on WS Text book page 122. For
additional help they may refer to pages 114-115 for FFOCUS & COHEREHNCE, pages 116-117 ORGANIZATION,
pages118-119 DEVELOPMENT OF IDEAS, and pages 120-121 for VOICE. Then they will EDIT their own papers
using the RUBRIC.
 They will also answer the DOK Question(s) What errors/mistakes did you find when you were EDITING your
paper?
READING
CONTINUE WITH YESTERDAY’S ACTIVITY COMPARE ALL PASSAGES
 Students will re-read “Eat Dirt” and “Play Time” on PH pages 470-473 and “No Gumption” on PH page 474.
Then using the GRAPHIC ORGANIZER on PH page 468 they need to identify the NARRATOR, POINT OF VIEW,
CHARACTERS, PLOT, and THEME FOR ALL THREE PASSAGES
 They need to answer the DOK Question(s); What are some similarities and differences between the literary
non-fiction selection and the fiction selection above?
Thursday January 29, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class IRREGULAR VERBS from pages 166-167 WS Workbook. *SWING, BIT,
CAUGHT, CAME, DID
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss QUICK WRITE= HOW is someone’s personal life be part of a
personal narrative poem, could it be expressed through FIGURATIVE and SENSORY LANGUAGE?
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
CONTINUE WITH EDITING AND FINAL DRAFT FOR PUBLISHING
Students will CONTINUE with EDITING for their 2nd Draft EDIT using the RUBRIC. Then they will PUBLISH their
papers. As they are PUBLISHING their papers have them refer to the CHECK LIST on WS Text book page 128.
Afterwards have them make a neat copy of their essay, including illustrations of the main events. A cover must
be added and shared with the class.
 They will also answer the DOK Question(s) What errors/mistakes did you find when you were EDITING your
paper?
READING
NARRATIVE POEM/SETTING/PLOT DEVELOPMENT/POINT OF VIEW
 Students will READ A NARRATIVE POEM “The Cremation of Sam McGee” on PH pages 542-546. As students are
reading have students identify how the SETTING moves the PLOT DEVELOPMENT of the narrative poem.
 They need to answer the DOK Question(s); What hardships would people face at Klondike?

Friday January 30, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class IRREGULAR VERBS from pages 166-167 WS Workbook. *DREW, ATE, FELL,
FOUGHT, FLEW
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss QUICK WRITE= How does TEMPERATURE or CLIMATE play a
role on a story/character?
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
CONTINUE WITH PUBLISHING PLUS CREATING AN ILLUSTRATION BOOK
Students will FINISH PUBLISHING their papers. As they are PUBLISHING their papers have them refer to the
CHECK LIST on WS Text book page 128. Afterwards have them make a neat copy of their essay, including
illustrations of the main events. A cover must be added and shared with the class.
 They will also answer the DOK Question(s) What would be the difference between your FINAL DRAFT and the
ILLUSTRATION BOOK of your personal narrative?
READING
CONTINUE WITH NARRATIVE POEM/SETTING/PLOT DEVELOPMENT/POINT OF VIEW
 Students will finish READING A NARRATIVE POEM “The Cremation of Sam McGee” on PH pages 542-546. As
students are reading have students identify how the SETTING moves the PLOT DEVELOPMENT of the narrative
poem. Afterwards have students identify TEXT EVIDENCE of EXAGGERATION throughout the passage, also TEXT
EVIDENCE why McGee was not used to COLD WEATHER, and TEXT EVIDENCE OF FICTION.
 They need to answer the DOK Question(s); What hardships would people face at Klondike?

Monday February 02 , 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class IRREGULAR VERBS from pages 166-167 WS Workbook. *KNEW, LAY, SET,
SHOOK, SWAM
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss some components of a reflective essay and of a narrative
poem.
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
CONTINUE WITH CREATING AN ILLUSTRATION BOOK
Students will CONTINUE making their illustration book of the main events. A cover must be added and shared
with the class.
 They will also answer the DOK Question(s) What would be the difference between your FINAL DRAFT and the
ILLUSTRATION BOOK of your personal narrative?
READING
COMPARE & CONTRAST A REFLECTIVE ESSAY VS PERSONAL NARRATIVE POEM
 Students will re-read “Volar: To Fly on PH pages 452-456 and “The Cremation of Sam McGee” on PH pages 542546. On a VENN-DIAGRAM have students compare both passages

Tuesday February 03, 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 COMMON ASSESSMENT
READING
 COMMON ASSESSMENT
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
 COMMON ASSESSMENT
READING
 COMMON ASSESSMENT
Wednesday February 04 , 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 REVIEW COMMON ASSESSMENT
READING
 REVIEW COMMON ASSESSMENT
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
 REVIEW COMMON ASSESSMENT
READING
 REVIEW COMMON ASSESSMENT
Thursday February 05 , 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class ACTIVE VERBS and PASSIVE VERBS from page 776 WS Text book. Give
students the verb (find and found in the PRESENT TENSE). EXAMPLE= I find, you find, he/she/it finds, we find,
you find, they find=ACTIVE
I am found, you are found, he/she/it is found, we are found, you are found, they are found=PASSIVE
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss SKIP TO ACTIVITY COOPERATIVE/HANDS-ON
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
CONTINUE WITH CREATING AN ILLUSTRATION BOOK
 Students will CONTINUE making their illustration book of the main events. A cover must be added and shared
with the class.
 They will also answer the DOK Question(s) NO DOK Question
READING
 Students will COMPLETE ANY UNFINISHED WORK FOR READING OR ENGLISH
 They need to answer the DOK Question(s); NO DOK QUESTION
Friday February 06 , 2015
Activity Lesson Hook-“I DO” (5 minutes)
ENGLISH
 DOL Warm up and HOOK with any of the following Guiding Questions from the DISTRICT, review a
current news event, quote with a reflective question, or journal entry
READING

FIVE-HIVE AS A CLASS EVERYONE READS FOR FIVE MINUTES EXPOSITORY VS FICTION
o How do the descriptions of key events in _______________’s life in the story differ from his/her autobiography?
o In comparing the story of __________________’s life told by someone else and his/her autobiography, how is the description of
the childhood setting different? The same?
o The reader can tell that ____ was concerned that_________.
o How did the author of this story help the reader to understand __________?
o What inferences can be drawn from ________? Provide text evidence.
o What is the best summary of this text?
o Could you paraphrase ______________________?
o What connections can you make between _____________ and _____________?
o INTERTEXTUAL QUESTIONING
o What are some similarities and differences between the literary non-fiction selection and the fiction selection?
Both the piece of fiction and the non-fiction selection express the importance of ______________________?
Activity Direct Instruction –“WE DO” (5-10 minutes)
ENGLISH
 As a class explain and model as a class ACTIVE VERBS and PASSIVE VERBS from page 776 WS Text book. Give
students the verb (find and found in the PAST TENSE. EXAMPLE= I found, you found, he/she/it found, we found,
you found, they found=ACTIVE
I was found, you were found, he/she/it was found, we were found, you were found, they were found=PASSIVE
READING
 Introduce academic vocabulary and explain & model the academic vocabulary through illustration/.powerpoint/ or in print AND Explain, model, and discuss SKIP TO ACTIVITY COOPERATIVE/HANDS-ON
Activity Cooperative/Hands-On Activity (15-25 minutes) also Learning Check/Formative
Assessments (5 minutes)
ENGLISH
CMPLETE ILLUSTRATION BOOK AND SHARE THROUGH AUTHOR’S CHAIR
 Students will CONTINUE making their illustration book of the main events. A cover must be added and shared
with the class. Students will then share their illustration book through author’s chair
 They will also answer the DOK Question(s) NO DOK Question
READING
 Students will COMPLETE ANY UNFINISHED WORK FOR READING OR ENGLISH
 They need to answer the DOK Question(s); NO DOK QUESTION