December 19, 2016 - December 23, 2016

12/19/16 – 12/23/16

8^th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (12/19): Students will discuss/review the items on pages 35 – 37 related to nonfiction narrative. Students will work on drafting the introduction paragraph of their nonfiction narrative.

Tuesday (12/20): Finish drafting the introduction paragraph of the narrative. Students will turn in a copy of the introduction to be checked for a grade. Students will then begin drafting the body paragraphs. They will use the list of narrative elements to make sure they are including at least one example of each element.

Wednesday (12/21): Students will continue drafting the body paragraphs of the narrative. They must utilize appropriate transition words and phrases as they write their body paragraphs.

Thursday (12/22): Students will work on drafting the conclusion paragraph of the narrative. They must make sure it is reflecting on the experiences/events described in the narrative. Students must have the conclusion and all other parts of the essay completed for the day we return from break. The draft of the narrative is due on January 3^rd.

Friday (12/23): Students will participate in a round robin writing activity. The writing that students include will focus on the narrative elements we have been examining throughout this unit.

Essential Questions: Unit One in Textbook – What are some of the milestones on the path to growing up?

December 12, 2016 - December 16, 2016

12/12/16 – 12/16/16

8^th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (12/12): Students will finish identifying key nonfiction narrative elements in the text, “Red Roses.” We will begin to discuss/examine together those elements that were identified.

Tuesday (12/13): Finish discussing/examining “Red Roses” together on the board. Students will then complete page 35 in the textbook (prewriting/planning) for the nonfiction narrative they will write.

Wednesday (12/14): Students will complete page 37 on using transitions in their writing. They will then begin drafting their essay (page 36).

Thursday (12/15): Students will work on drafting their nonfiction narrative using all of the elements from page 34 of the textbook. They will use this list as a checklist for their own writing.

Friday (12/16): Students will work on drafting their nonfiction narrative using all of the elements from page 34 of the textbook. They will use this list as a checklist for their own writing.

Essential Questions: Unit One in Textbook – What are some of the milestones on the path to growing up?

December 5, 2016 - December 9, 2016

12/05/16 – 12/09/16

8^th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (12/05): Review Comprehension check questions from page 30 in textbook, and review Analyze the Media and Media vocabulary sections on page 31. Discuss what was learned from “Apache Girl’s Rite of Passage” video.

Tuesday (12/06): Students will complete a self-check quiz on the media vocabulary for “Apache Girl’s Rite of Passage.” When finished, students will complete a comparison chart on “The Medicine Bag” and “Apache Girl’s Rite of Passage.”

Wednesday (12/07): Students will review the comparison chart that was completed yesterday. Students will respond to the 2 questions on the bottom of page 32. Students will then complete progress charts for the narrative task they completed on Friday. Students will begin to examine the text, “Red Roses” to identify all of the narrative elements within this text.

Thursday (12/08): Students will finish highlighting the narrative elements within “Red Roses.” We will examine these together and discuss how these can be incorporated into their own writing. Students will complete the Prewriting/Planning sections on page 35 of the textbook.

Friday (12/02): Students will work on the drafting section on page 36 of the textbook.

Essential Questions: Unit One in Textbook – What are some of the milestones on the path to growing up?

November 28, 2016 - December 2, 2016

11/28/16 – 12/02/16

8^th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (11/28): No School

Tuesday (11/29): Students will write a nonfiction narrative addressing the following prompt: “What event changed your understanding of yourself, or that of someone you know?” Students will write for the entire period to complete the task.

Wednesday (11/30): Students will finish the writing task from yesterday, if needed. Students will then complete and discuss the comprehension check questions on page 30 in the textbook. Students will also work in small groups on page 31 (analyze the media questions and media vocabulary).

Thursday (12/01): Students will receive their nonfiction narratives back along with a list of nonfiction elements on a separate sheet. They will read their own essay, highlighting the elements they have included. They must then rank each element (1 through 6), with 1 being the best and 6 the worst. Students have now identified their areas of strength and need with writing a nonfiction narrative. Students will then be placed into groups based on their rankings (area of need that was identified). If time permits, we will discuss the roles they will be expected to assign within their groups for tomorrow’s task.

Friday (12/02): Students will work in learning center groups to practice and improve upon their area of need related to the elements of a nonfiction narrative.

Essential Questions: Unit One in Textbook – What are some of the milestones on the path to growing up?

November 21, 2016 - November 25, 2016

11/21/16 – 11/25/16

8^th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (11/21): Introduce students to classroom rules and expectations. Students will also be given a letter to take home to parents/guardians outlining unit 1 in the textbook. Students will then complete the “Daily Paragraph Editing” sheet for Monday. We will discuss responses together.

Tuesday (11/22): Students will complete Tuesday’s paragraph editing and check answers. They will then turn in the sheet for Monday and Tuesday. Students will then review the unit essential question, and how it connects to what they read previously in “The Medicine Bag.” Students will then watch the video for the next piece – “Apache Girl’s Rite of Passage” – and take notes on what they see/hear. We will review the media vocabulary before watching the video as well. Students will then work on the comprehension check questions on page 30.

Wednesday (11/23): Early dismissal at 11:00 a.m. – Students will participate in a round robin story activity during class. Students will turn in their story at the end of class.

Thursday (11/24): No School - Thanksgiving

Friday (11/25): No School

Essential Questions: Unit One in Textbook – What are some of the milestones on the path to growing up?

November 14, 2016 - November 18, 2016

11/14/16 – 11/18/16

Academic English 9 (Periods 1, 4)

Monday (11/14): Students will read and annotate as they read the text, “The Immigrant Contribution” by J.F.K. Students will become familiar with key concept vocabulary as they read the text in the MyPerspectives textbook. Students will then complete the comprehension check questions that follow for homework. The selection test on “The Immigrant Contribution” will be on Friday (11/18).

Tuesday (11/15): Students will discuss the comprehension check questions and summary that were completed for today’s class. Students will then complete the activities that follow (close read the text, analyze the text, analyze craft and structure, concept vocabulary, and word study) in the textbook. Students will work in groups on these activities together. As a class, we will begin to discuss responses together.

Wednesday (11/16): Discuss responses/answers from yesterday’s activities in the textbook on “The Immigrant Contribution.” Students will provide their responses and we will look at example responses together as we discuss these.

Thursday (11/17): Students will complete practice activities on supplemental worksheets related to the concepts we are studying (concept vocabulary, word study, and analyzing craft and structure of the text). We will review responses as a class. The selection test on “The Immigrant Contribution” will be tomorrow. As a class, we will review the concepts that will be on the test and clarify any confusions.

Friday (11/18): Students will take the selection test on “The Immigrant Contribution” today. The test is open book, so they may use their textbook while they take the test.

Essential Questions: Unit One in Textbook – What does it mean to be an American?

Honors English 7 (Periods 2, 8)

Monday (11/14): Students will discuss/review the packet activities from last week on “using consistent point of view in a nonfiction narrative.” Students will provide examples of their work. Students will also work on the narrative significance worksheet that was provided on Friday. Students will complete the activities on the worksheet and we will discuss responses together analyzing the significance of narrative pieces and how to create that significance.

Tuesday (11/15): Students will finish the narrative significance worksheet/discussion (if needed), and they will then complete the mini-lesson on “how to begin a narrative using dialogue.”

Wednesday (11/16): Computer lab: Students will apply the lessons on point of view, using consistent point of view, and dialogue to the unit one performance task. Students will work on the performance task, which is due on Tuesday of next week (11/22). They must type the final copy into the Performance task assignment for unit 1 on Pearson Realize.

Thursday (11/17): Computer lab: Students will continue to work on the Performance Task for Unit One (Narrative Nonfiction).

Friday (11/18): Computer lab: Students will continue to work on the Performance Task for Unit One (Narrative Nonfiction). Final copy is due on Tuesday (11/22).

Essential Question: Unit One - What can one generation learn from another?

English 11 (Period 3)

Monday (11/14): Students will discuss the study guide for Act 2 and what was read thus far at the beginning of Act 2. We will assign new parts for Act 2 as well. Students will complete a practice quiz on personal pronouns.

Tuesday (11/15): Students will read Act 2 of “The Crucible.” They will also complete study guide questions for Act 2 as we read.

Wednesday (11/16): Students will read Act 2 of “The Crucible.” They will also complete study guide questions for Act 2 as we read.

Thursday (11/17): Students will finish reading Act 2 of the play, and discuss study guide questions to clarify key events in the plot. Students will then begin working on practice activities in the textbook to analyze craft and structure, answer comprehension check and analysis questions, and analyze concept vocabulary and word study from Act 2.

Friday (11/18): Students will continue to work on the activities in the textbook that follow Act 2. As a class, we will discuss responses and look at examples together.

Literature Unit 5 Essential Question – How do we respond when challenged by fear?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (B) 11/14: SSR session (students will follow the set procedures/expectations for the duration of class. Book Projects – introduce projects to students today. Students will work on projects for the next three class sessions.

Tuesday (A) 11/15: SSR session (students will follow the set procedures/expectations for the duration of class. Book Projects – introduce projects to students today. Students will work on projects for the next three class sessions.

Wednesday (B) 11/16: Students will work on book projects. The project is due on Dec. 1 for B day class.

Thursday (A) 11/17: Students will work on book projects. The project is due on Dec. 2 for A day class.

Friday (B) 11/18: Students will work on book projects. The project is due on Dec. 1 for B day class.

Essential Questions: Why is it important to read novels?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

November 7, 2016 - November 11, 2016

11/07/16 – 11/11/16

Academic English 9 (Periods 1, 4)

Monday (11/07): Veterans Day Program

Tuesday (11/08): As a class, we will discuss the analysis of craft and structure for “A Quilt of a Country” as well as the concept vocabulary and word study sections that were completed last week. Students will take the selection test tomorrow in class. It will be an open book test.

Wednesday (11/09): Students will take the selection test for “A Quilt of a Country.” They may use their book during the test.

Thursday (11/10): Students will read “An Immigrant Nation” and perform a first read and complete the comprehension check questions in class.

Friday (11/11): Students will discuss “An Immigrant Nation” and perform a close read completing the activities that follow in the textbook.

Essential Questions: Unit One in Textbook – What does it mean to be an American?

Honors English 7 (Periods 2, 8)

Monday (11/07): Veterans Day Program

Tuesday (11/08): Students will begin the Unit One Performance Task outlined in the textbook (Narrative Nonfiction). This task is due next week.

Wednesday (11/09): Students will continue the Unit One Performance Task outlined in the textbook (Narrative Nonfiction).

Thursday (11/10): Students will continue to work on the Performance Task for Unit One (Narrative Nonfiction).

Friday (11/11): Students will continue to work on the Performance Task for Unit One (Narrative Nonfiction).

Essential Question: Unit One - What can one generation learn from another?

 English 11 (Period 3)

Monday (11/07): Students will discuss the practice activities completed last week at the end of Act 1 of the play.

Tuesday (11/08): Review Act 1 of the play. We will review/discuss the study guide for Act 1 together. Students will complete a quiz on character and characterization. They will also complete a practice worksheet on personal pronouns. The selection test for Act 1 is tomorrow.

Wednesday (11/09): Students will take the selection test for Act 1 of the play. They may use the book during the test. Students will turn in the Act 1 study guide today and will have a check for the work that was to be completed in the textbook for Act 1.

Thursday (11/10): Students will begin reading Act 2 of the play. They will receive the Act 2 study guide and discuss the intro. To Act 2 in the textbook.

Friday (11/11): Students will continue reading Act 2 of the play together. They will complete study guide questions as we read and discuss.

Literature Unit 5 Essential Question – How do we respond when challenged by fear?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (A) 11/07: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Tuesday (B) 11/08: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Wednesday (A) 11/09: SSR session (students will follow the set procedures/expectations for the duration of class)

Thursday (B) 11/10: SSR session (students will follow the set procedures/expectations for the duration of class)

Friday (A) 11/11: SSR session (students will follow the set procedures/expectations for the duration of class)

Essential Questions: Why is it important to read novels?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

October 31, 2016 - November 4, 2016

10/31/16 – 11/04/16

Academic English 9 (Periods 1, 4)

Monday (10/31): Students will discuss/review analysis questions for “A Quilt of a Country.” Students will work in groups to analyze the structure and craft of the essay. Students will respond to analysis questions in the textbook. The selection test on the essay, “A Quilt of a Country” will be on Friday.

Tuesday (11/01): As a class, we will discuss the analysis questions that groups responded to yesterday. Students will take a self-assessment quiz on “craft and structure” to check for understanding. Students will then complete the concept vocabulary and word study section in the textbook on page 20.  

Wednesday (11/02): Students will complete the sections on word study and vocabulary. Students will discuss these together and take a self-assessment quiz on vocabulary and word study for “A Quilt of a Country.”

Thursday (11/03): We will discuss the self-assessments from yesterday and discuss concepts from the essay that will be assessed on the selection test. Students will take the test tomorrow.

Friday (11/04): Selection test on “Quilt of a Country” – open book.

Essential Questions: Unit One in Textbook – What does it mean to be an American?

Honors English 7 (Periods 2, 8)

Monday (10/31): Students will discuss/review responses for the practice worksheets on adjective and adverb usage. Students will then review the rubric information for the comparison essay and complete a peer review using the rubric information.

Tuesday (11/01): Finish the peer review and revisions. Revised essays must be turned in by Thursday.

Wednesday (11/02): Students will begin the Unit One Performance Task outlined in the textbook (Narrative Nonfiction).

Thursday (11/03): Students will continue to work on the Performance Task for Unit One. They must turn in the revised copy of the comparison essay today also.

Friday (11/04): Students will begin the Unit One Performance Task outlined in the textbook (Narrative Nonfiction). This task is due next week.

Essential Question: Unit One - What can one generation learn from another?

English 11 (Period 3)

Monday (10/31): Continue watching the movie version of “The Crucible.”

Tuesday (11/01): As a class, we will continue reading Act 1 of the play. Students will respond to the study guide questions for Act 1 as we read and we will discuss key events together.

Wednesday (11/02): Continue reading Act 1 of the play. Students will also take a quiz on the literary analysis concepts: character and characterization. We will discuss responses in class.

Thursday (11/03): Students will continue reading Act 1 together with assigned parts. Complete study guide questions for Act 1.

Friday (11/04): Students will finish reading Act 1 together with assigned parts. Complete study guide questions for Act 1. Students will complete a worksheet addressing personal pronoun use within the play, “The Crucible.”

Literature Unit 5 Essential Question – How do we respond when challenged by fear?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (B) 10/31: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Tuesday (A) 11/01: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Wednesday (B) 11/02: SSR session (students will follow the set procedures/expectations for the duration of class)

Thursday (A) 11/03: SSR session (students will follow the set procedures/expectations for the duration of class)

Friday (B) 11/04: SSR session (students will follow the set procedures/expectations for the duration of class)

Essential Questions: Why is it important to read novels?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

October 24, 2016 - October 28, 2016

10/24/16 – 10/28/16

Academic English 9 (Periods 1, 4)

Monday (10/24): Final submissions for the Drug Prevention video script must be turned in today. Students will do corrections on the verbs and adverbs test and turn in corrections before they leave class today. Continue Unit 1 introduction (launch text) and activities.

Tuesday (10/25): Students will read “Quilt of a Country” in the Pearson textbook today and complete a first read and close read of the text following the directions provided. Students will then complete the activities that follow.

Wednesday (10/26): “Quilt of a Country” – students will complete the practice worksheets on “Purpose and Rhetoric” and Vocabulary and word study. Selection test on this text will be Friday. Students may use the book on the test.

Thursday (10/27): “Quilt of a Country” – students will complete the practice worksheets on “Purpose and Rhetoric” and Vocabulary and word study.

Friday (10/28): Selection test on “Quilt of a Country” – open book.

Essential Questions: Unit One in Textbook – What does it mean to be an American?

Honors English 7 (Periods 2, 8)

Monday (10/24): Students will take the selection test on “An Invisible Thread” today in class. Students may use the book to refer back to the text during the test.

Tuesday (10/25): Students will use information/rubrics to evaluate their comparison essay that they wrote. They will evaluate their own essay today and make corrections/revisions. They will keep it in their folder.

Wednesday (10/26): Students will work with a partner to evaluate and revise the comparison essay again. The partner will evaluate the essay with the revisions to mark improvements. Students will turn in their work when finished.

Thursday (10/27): Students will begin the Performance Based Task for Unit 1 of the textbook. Students will work to gather and organize thoughts/ideas following the activities in the book.

Friday (10/28): Students will work on the Performance Based Task for Unit 1 (writing a nonfiction narrative). This is due next week.

Essential Question: Unit One - What can one generation learn from another?

English 11 (Period 3)

Monday (10/24): Read Act 1 of “The Crucible” and complete the study guide questions as we read. We will discuss questions together.

Tuesday (10/25): Students will complete the concept vocabulary and word study worksheet for Act 1 of the play. They will also complete the “Structural Elements of Drama” worksheet in class using the text as a reference. Students will then complete the Literary Analysis practice worksheets (2) during class using the text as a reference.

Wednesday (10/26): Students will review the answers to the worksheets from yesterday and discuss questions/confusions regarding these concepts. Students will continue reading Act 1 together with assigned parts. Complete study guide questions for Act 1.

Thursday (10/27): Students will continue reading Act 1 together with assigned parts. Complete study guide questions for Act 1.

Friday (10/28): Students will continue reading Act 1 together with assigned parts. Complete study guide questions for Act 1. Students will complete a worksheet addressing personal pronoun use within the play, “The Crucible.”

Literature Unit 5 Essential Question – How do we respond when challenged by fear?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (A) 10/24: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Tuesday (B) 10/25: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Wednesday (A) 10/26: SSR session (students will follow the set procedures/expectations for the duration of class)

Thursday (B) 10/27: SSR session (students will follow the set procedures/expectations for the duration of class)

Friday (A) 10/28: SSR session (students will follow the set procedures/expectations for the duration of class)

Essential Questions: Why is it important to read novels?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

October 17, 2016 - October 21, 2016

10/17/16 – 10/21/16

Academic English 9 (Periods 1, 4)

Monday (10/17): Test on prepositions, conjunctions, and interjections; after the test, students will work in their teams on the National Drug Prevention script and video project. The script and video are due on Friday, Oct. 21.

Tuesday (10/18): Students will work in teams on their project today. They may film the video in school or outside of the school day.

Wednesday (10/19): Students will work in teams on their project. It is due on Friday. Teams must turn in a written script and submit their video to the teacher via email.

Thursday (10/20): Begin the Literature Unit 1 in the grade 9 Pearson textbook. Students will explore the unit introduction, including academic vocabulary for the unit as well as the launch text.

Friday (10/21): Students must submit their project by the end of class today for a grade. One chosen entry will re-film the video with Mr. Smith’s guidance and equipment next week, and this “winner” will be submitted to the Attorney General’s office for a chance to win at the state level.

Essential Questions: Unit One - How can improving our vocabulary and grammar usage skills help to improve our reading, writing, speaking, and listening abilities?

How can we use media outlets to convey important messages and promote awareness of a particular topic?

Honors English 7 (Periods 2, 8)

Monday (10/17): Students will complete an activity on word choice and its effect on tone and meaning. We will discuss results of this activity together to clarify tone and meaning of a text. Students will then complete practice activities on concept vocabulary and conventions (adverbs). These two worksheets are due tomorrow, if students are not finished before they leave class today.

Tuesday (10/18): Students will watch “Maurice’s toast” on the board as a class. We will discuss this video together as it relates to the unit essential question, “What can one generation learn from another?” We will then read the excerpt from “An Invisible Thread” together and discuss students’ annotations and what they discovered in terms of the point of view for this text (page 47).

Wednesday (10/19): Students will discuss the analysis items for “An Invisible Thread” and then explore the concept vocabulary and conventions (adjectives) from this selection. Students will complete practice activities (worksheet) for adjectives, concept vocabulary, and narrative point of view.

Thursday (10/20): Review results from practice worksheets for concepts/skills based on the text, “An Invisible Thread.” Students will chart their progress with specific skills. Students will take the selection test tomorrow for “An Invisible Thread.” Students will also complete an analysis worksheet to compare the two selections, “A Simple Act” and “An Invisible Thread.” We will discuss this analysis worksheet together.

Friday (10/21): Selection test on “An Invisible Thread.” Students will then use the specific rubric details and examples to analyze the explanatory essay that they previously wrote comparing the two selections from this unit.

Essential Questions: Unit One - What can one generation learn from another?

English 11 (Period 3)

Monday (10/17): Read and discuss historical information/perspectives related to “The Crucible.” We will also begin reading the play today.

Tuesday (10/18): Students will be given a study guide for Act 1 to use as a guide to help follow the action of the play. As a class, we will read Act 1 together.

Wednesday (10/19): Students will be given vocabulary worksheet #3 to complete. The quiz on list #3 will be on Friday. We will continue reading Act 1 of the play together.

Thursday (10/20): Review definitions for list #3 and prepare for quiz. Students will read Act 1 of the play and discuss study guide questions for Act 1.

Friday (10/21): Vocabulary quiz on list #3. Continue reading Act 1 of the play.

Essential Questions: Unit One - How can improving our grammar usage and vocabulary skills help to improve our reading, writing, speaking, and listening abilities?

Literature Unit 5 Essential Question – How do we respond when challenged by fear?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (B) 10/17: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Tuesday (A) 10/18: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Wednesday (B) 10/19: SSR session (students will follow the set procedures/expectations for the duration of class)

Thursday (A) 10/20: SSR session (students will follow the set procedures/expectations for the duration of class)

Friday (B) 10/21: SSR session (students will follow the set procedures/expectations for the duration of class)

Essential Questions: Why is it important to read novels?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

October 3, 2016 - October 7, 2016

10/03/16 – 10/07/16

Academic English 9 (Periods 1, 4)

Monday (10/3): Vocabulary list 1B – Define new words and provide parts of speech; complete practice worksheet and sentences for tomorrow. Quiz on list 1B will be Wednesday.

Tuesday (10/4): Review practice worksheet and sentences for list 1B. Quiz on list 1B is tomorrow.

Wednesday (10/5): Vocabulary quiz 1B; When finished, quiz, students will complete the review packet for verbs and adverbs; test on verbs and adverbs will be Friday.

Thursday (10/6): Review verbs and adverbs (test tomorrow)

Friday (10/7): Test on verbs and adverbs today; when finished, students will work on the review packet for prepositions, conjunctions, interjections; packet is due on Monday.

Essential Questions: Unit One - How can improving our vocabulary and grammar usage skills help to improve our reading, writing, speaking, and listening abilities?

Honors English 7 (Periods 2, 8)

Monday (10/3): Students will complete the selection test for the news blog, “A Simple Act” today in class. The test is open book (students may use the textbook and/or any notes they have for the text). Check responses in class.

Tuesday (10/4): Track student learning – Students will be given a progress chart to keep track of their learning in Unit 1. Students will chart the results of the test from yesterday. As a class, we will discuss the standards that were assessed on this test and include this on the progress chart in categories.

Wednesday (10/5): Students will complete the selection test on the memoir, “An Invisible Thread.” Check responses in class; students will then fill in the progress chart with the results of this test. We will look for and discuss strengths and areas of need using the chart. We will also discuss the goal of growth while analyzing the charts.

Thursday (10/6): Review results of essays and chart progress individually. Students will examine strengths, areas of need and opportunities for growth with writing explanatory essays. Discuss and begin the Unit 1 Performance Task: Write a Nonfiction Narrative (pages 52 – 57 in textbook).

Friday (10/7): Students will work in class on the Unit 1 performance task: write a nonfiction narrative; the narrative will be due next week; due date will be given in class today.

Essential Questions: Unit One - What can one generation learn from another?

English 11 (Period 3)

Monday (10/3): Students will choose an article from the newspaper and write a summary and reaction to the article. Test on parts of the sentence will be Thursday.

Tuesday (10/4): Begin unit four in the textbook; discuss essential question and academic standards

Wednesday (10/5):  Review parts of the sentence notes; Kahoot review game on the parts of the sentence; review progress charts individually

Thursday (10/6): Test on parts of the sentence

Friday (10/7): Textbook: Unit four – Students will read the launch text and discuss.

Essential Questions: Unit One - How can improving our grammar usage and vocabulary skills help to improve our reading, writing, speaking, and listening abilities?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (A) 10/3: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Tuesday (B) 10/4: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation this week after they finish a book.

Wednesday (A) 10/5: SSR session (students will follow the set procedures/expectations for the duration of class)

Thursday (B) 10/6: SSR session (students will follow the set procedures/expectations for the duration of class)

Friday (A) 10/7: SSR session (students will follow the set procedures/expectations for the duration of class)

Essential Questions: Why is it important to read novels?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

September 26, 2016 - September 30, 2016

9/26/16 – 9/30/16

Academic English 9 (Periods 1, 4)

Monday (9/26): Discuss vocabulary list 1A words/definitions and sentences. Quiz for list 1A will be tomorrow. Review for quiz as a class. Discuss/check parts of speech from Friday (ex. 26, 27, and review C).

Tuesday (9/27): Vocabulary Quiz on list 1A. Tracking progress – Students will be given a progress chart to track their own learning with the parts of speech exercises that they have already completed. As more assessments are completed, they will track progress and make note of growth and/or areas of need. Test on nouns, pronouns, and adjectives will be on Friday, so special attention to these parts of speech will be emphasized at this point.

Wednesday (9/28): Finish charting student progress with parts of speech. Students will then ask questions for clarifications on any areas of need they see at this point. Discuss as a class and then students will take a quiz on parts of speech.

Thursday (9/29): Check answers on parts of speech quiz. Students will fill out their progress chart based on results of the quiz. Students and teacher will examine charts individually to pinpoint growth and/or mastery as well as areas of need regarding parts of speech. Discuss any questions/confusions students may still have regarding nouns, pronouns, and adjectives in preparation for the test.

Friday (9/30): Test on nouns, pronouns, adjectives today; Vocabulary list 1B – students will define words and provide parts of speech for each word in the list. They will also complete the worksheet and sentences for each word. All vocabulary work is due on Monday if students do not finish by the end of class today.

Essential Questions: Unit One - How can improving our vocabulary and grammar usage skills help to improve our reading, writing, speaking, and listening abilities?

Honors English 7 (Periods 2, 8)

Monday (9/26): Review work done so far on the explanatory essay (pages 50-51 in textbook). Discuss the standards being assessed (essay content and conventions – review grading rubric for the essay). Discuss questions/confusions, etc. regarding the essay. Final copy of essay is due by the end of class tomorrow. Students may work on remaining aspects of the essay today in class.

Tuesday (9/27): Students must turn in the final copy of the essay by the end of class today. Students will complete the selection test for the news blog, “A Simple Act” today in class. The test is open book (students may use the textbook and/or any notes they have for the text). Check responses in class.

Wednesday (9/28): Track student learning – Students will be given a progress chart to keep track of their learning in Unit 1. Students will chart the results of the test from yesterday. As a class, we will discuss the standards that were assessed on this test and include this on the progress chart in categories.

Thursday (9/29): Students will complete the selection test on the memoir, “An Invisible Thread.” Check responses in class; students will then fill in the progress chart with the results of this test. We will look for and discuss strengths and areas of need using the chart. We will also discuss the goal of growth while analyzing the charts.

Friday (9/30): Review results of essays and chart progress individually. Students will examine strengths, areas of need and opportunities for growth with writing explanatory essays. Discuss and begin the Unit 1 Performance Task: Write a Nonfiction Narrative (pages 52 – 57 in textbook).

Essential Questions: Unit One - What can one generation learn from another?

English 11 (Period 3)

Monday (9/26): Discuss/review the parts of the sentence from last week. Check any work that still needs to be checked. Track student progress – Students will be given progress charts to track their learning with the different parts of the sentence. They will fill in the chart based on their results of the practice worksheet for each part of the sentence. We will then discuss growth based on the chart and identify areas of strength and need.

Tuesday (9/27): Based on students’ areas of need, they will complete practice sections from the textbook for parts of the sentence they need to work on the most. Groups set up into learning centers based on areas of need. Quiz on parts of sentence tomorrow in class. Test on parts of the sentence will be Friday.

Wednesday (9/28): Students will take a quiz on the parts of the sentence and check answers in class. Students will then chart their progress based on the results of the quiz. Current Event – Students will choose an article from the newspaper to read and summarize. They will write a summary of the article to share with the class.

Thursday (9/29): CDT results – Students will view and chart results of the CDT ELA test that they took last week. Discuss how we will use these results to track growth and focus our learning goals throughout the year. Review parts of sentence and answer questions/discuss confusions in preparation for test.

Friday (9/30): Test on parts of the sentence. When finished, students will write a response to the following question: “How do we respond when challenged by fear? Think of a time in your life when you felt fear. How did you react? What did you do/not do, etc.? How else were you or others around you affected?

Essential Questions: Unit One - How can improving our grammar usage and vocabulary skills help to improve our reading, writing, speaking, and listening abilities?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (B) 9/26: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation in class today.

Tuesday (A) 9/27: SSR session (students will follow the set procedures/expectations for the duration of class) Book Recommendation – Students will fill out a book recommendation in class today.

Wednesday (B) 9/28: SSR session (students will follow the set procedures/expectations for the duration of class)

Thursday (A) 9/29: SSR session (students will follow the set procedures/expectations for the duration of class)

Friday (B) 9/30: SSR session (students will follow the set procedures/expectations for the duration of class)

Essential Questions: Why is it important to read?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

September 19, 2016 - September 23, 2016

9/19/16 – 9/23/16

Academic English 9 (Periods 1, 4)

Monday (9/19): Finish work on adverbs section in Grammar textbook (purple book) if needed (exercises 16, 17, 18, 19 on pages 22 – 25). Students should then independently complete exercises 20, 21, and Review B on pages 26 and 27 in the grammar textbook. Check work in class and students will keep their work in their notebooks.

Tuesday (9/20): Students will read pages 28 – 30 in the grammar book (The Preposition). They will also complete exercises 22 and 23 on pages 30 and 31. They should write responses in their notebooks. Check answers in class together.

Wednesday (9/21): Vocabulary Unit 1A – Students should use a dictionary or electronic device to define the words in the list. Review vocabulary words and definitions with students via PowerPoint notes. Students will take a quiz on Tuesday of next week on the words in list 1A.

Thursday (9/22): Finish reviewing vocabulary definitions with students using the PowerPoint notes. Students will be given the review worksheet for vocabulary list 1A to complete in class today. They will also be given the Vocabulary Sentences Homework sheet. They will work on writing their sentences for list 1A words in class today. They must have their sentences completed for Monday (9/26).

Friday (9/23): Students will read pages 31 – 34 (The Conjunction; The Interjection) and then they will complete exercises 24 and 25 independently. Check work in class together. Students will then read pages 34 – 35 (Determining Parts of Speech) and complete Exercises 26, 27, and Review C on pages 35 and 36.

Essential Questions: Unit One - How can improving our grammar usage skills help to improve our reading, writing, speaking, and listening abilities?

Honors English 7 (Periods 2, 8)

Monday (9/19): Period 2 ONLY – ELA CDT test on laptop cart #7. Period 8 – Students will continue working on the activities after the text, “An Invisible Thread” in the My Perspectives textbook. They should have the Comprehension Check questions completed on page 45 (from last week). In class today, students will complete the activities on pages 46 and 47 (Close Read the Text, Analyze the Text, Analyze Craft and Structure, and Practice – Cite Textual Evidence). Students may write on the pages in the textbook and/or lined notebook paper.

Tuesday (9/20): Period 2 ONLY – ELA CDT test on laptop cart #7. Period 8 – Students will complete pages 48 and 49 (Concept Vocabulary, Word Study, Conventions). They will then begin the “Writing to Compare” section on pages 50 and 51 in the textbook. The essay is due on Tuesday (9/27). Students can refer to the Informative essay scoring rubric on page R17 in the Resources section of the textbook (in back of book).

Wednesday (9/21): Period 2 – Complete activities on pages 46 – 49 first. Period 2 students may then work on the essay (pages 50 – 51). Essay for period 2 students is due on Wednesday (9/28). Period 8 - Students will work on the essay assignment in the textbook on pages 50 and 51. They may type or hand write the final copy of their essay. Students should follow the planning and prewriting steps outlined in the textbook.

Thursday (9/22): Periods 2 and 8 - Students will work on the essay assignment in the textbook on pages 50 and 51. They may type or hand write the final copy of their essay. Students should follow the planning and prewriting steps outlined in the textbook.

Friday (9/23): Periods 2 and 8 - Students will work on the essay assignment in the textbook on pages 50 and 51. They may type or hand write the final copy of their essay. Students should follow the planning and prewriting steps outlined in the textbook.

Essential Questions: Unit One - What can one generation learn from another?

English 11 (Period 3)

Monday (9/19): Continue “The Parts of the Sentence” notes and practice worksheet. Students already have the practice worksheet from last week. Students should practice identifying each section as it is covered in class.

Tuesday (9/20): Complete definitions and worksheet for the next list of vocabulary words. When finished, each student should get an orange grammar textbook. Students should complete practice exercises on The Parts of the Sentence.

Wednesday (9/21): Review vocabulary definitions, if they were completed yesterday.  Vocabulary quiz will be on Friday.

Thursday (9/22): Continue in grammar textbook (The parts of the sentence) practice exercises.

Friday (9/23): Vocabulary quiz and begin new definitions. Or students can continue practice with the parts of the sentence in the orange grammar textbook.

Essential Questions: Unit One - How can improving our grammar usage and vocabulary skills help to improve our reading, writing, speaking, and listening abilities?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (A) 9/19: SSR session (students will follow the set procedures/expectations for the duration of class)

Tuesday (B) 9/20: SSR session (students will follow the set procedures/expectations for the duration of class)

Wednesday (A) 9/21: SSR session (students will follow the set procedures/expectations for the duration of class)

Thursday (B) 9/22: SSR session (students will follow the set procedures/expectations for the duration of class)

Friday (A) 9/23: SSR session (students will follow the set procedures/expectations for the duration of class)

Essential Questions: Why is it important to read?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

September 12, 2016 - September 16, 2016

9/12/16 – 9/16/16

Academic English 9 (Periods 1, 4)

Monday (9/12): Discuss work done from Friday on Nouns/Pronouns in the Grammar textbook. Students will review these parts of speech and ask necessary questions.

Tuesday (9/13): Students will work in the textbook on the next section (p. 10 – 13: The Adjective). Students will read/take notes on adjectives and complete the practice exercises on pages 12-13 (ex. 6 and 7).

Wednesday (9/14): Parts of Speech – continued – Students will complete “Review A” on page 14. Students will read the section on verbs (pages 14-16) and complete the exercises on those pages (ex. 8, 9, 10).

Thursday (9/15): Read and discuss pages 17 – 20 on verbs. Students will complete exercises 11, 12, 13 on those pages. They will check and discuss their answers together.

Friday (9/16): Students will discuss and read the section on adverbs in the textbook (pages 21 – 25). Students will complete the practice exercises 16, 17, 18, 19 in the adverbs section. Students will check and discuss their answers together.

Essential Questions: Unit One - How can improving our grammar usage skills help to improve our reading, writing, speaking, and listening abilities?

Honors English 7 (Periods 2, 8)

Monday (9/12): Discuss the essential question for unit 1 in the book and discuss the Launch text that students read on Friday in class. Students will assess progress toward unit goals and understanding of a nonfiction narrative based on the work they have done so far in the unit.

Tuesday (9/13): Continue Unit 1 in the textbook. Students will discuss and examine whole-class learning strategies on page 10 of the book. Students will then examine page 32 of the book together and complete the “Concept Vocabulary” section for the nonfiction text, “A Simple Act.” Students will use the “First Read” strategies on page 32 as they read the text the first time. Students will then complete the “first read activities” on pages 36 and 37 (Comprehension Check questions 1-7). *Students can write in the book.

Wednesday (9/14): Finish/discuss comprehension check questions from yesterday on the text, “A Simple Act.” Students will then “Close Read the Text” by completing numbers 1-3 on page 38 of the textbook. They will also complete the “Analyze the Text” section on page 38 and the “Analyze Craft and Structure” section as well as the “Practice” section on page 39. Teacher and students will then discuss responses together. Students should keep all work in their textbook.

Thursday (9/15): Students will complete the Language Development section for “A Simple Act” on pages 40 and 41 (Concept Vocabulary and Practice, Word Study, Conventions: read it and write it).

Friday (9/16): Students will begin the next text in the book, “An Invisible Thread.” They will complete the Concept Vocabulary section on page 42 and use the First Read strategies as they read the text together as a class. Students will view the media connection for this story and discuss it together. They will then complete the Comprehension Check questions on page 45 (#1-6).

Essential Questions: Unit One - What can one generation learn from another?

English 11 (Period 3)

Monday (9/12): Review and discuss/clarify vocabulary list #1 together in class today. Students will take the quiz on list 1 on Wednesday this week.

Tuesday (9/13): Students will view/discuss notes on “The Parts of the Sentence” via PowerPoint notes on the board. They will also get their own printed copy of the notes to keep. Each student will also get a worksheet with practice sentences on it to practice each section of the notes as they are discussed as a class. As each section is covered, students will practice identifying that part of the sentence within the sentences on the worksheet they were given. These will then be reviewed/discussed as a class to check for understanding.

Wednesday (9/14):  Students will take the quiz on list 1. After the quiz, students will define the words for list 2 and complete the fill in the blank section for list 2. Students should have list 2 done for Monday.

Thursday (9/15): Continue “The Parts of the Sentence” notes and practice worksheet. Students will practice identifying each section as it is covered in class.

Friday (9/16): Continue “The Parts of the Sentence” notes and practice worksheet. Students will practice identifying each section as it is covered in class.

Essential Questions: Unit One - How can improving our grammar usage and vocabulary skills help to improve our reading, writing, speaking, and listening abilities?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (B) 9/12: SSR session (students will follow the set procedures/expectations for the duration of class)

Tuesday (A) 9/13: SSR session (students will follow the set procedures/expectations for the duration of class)

Wednesday (B) 9/14: SSR session (students will follow the set procedures/expectations for the duration of class)

Thursday (A) 9/15: SSR session (students will follow the set procedures/expectations for the duration of class)

Friday (B) 9/16: SSR session (students will follow the set procedures/expectations for the duration of class)

Essential Questions: Why is it important to read?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

September 6, 2016 - September 9, 2016

9/6/16 – 9/9/16

Academic English 9 (Periods 1, 4)

Monday: No School – Labor Day

Tuesday: Discuss textbook scavenger hunt and findings. Growth mindset quiz and discussion. Discuss how this relates to our academic goals for this year. Goals sheet – Return goals sheet to students to edit/color/decorate. Students will turn in by end of class today.

Wednesday: Introduce Daily Grammar Practice (DGP). Students will correct errors with punctuation, grammar usage, vocabulary, etc. in sample sentences. Students will then begin unit one (grammar) – parts of speech. Review parts of speech to insure proper usage in writing and speaking. Students will view notes and practice usage (nouns, pronouns, adjectives).

Thursday: Daily grammar practice and parts of speech continued. Students will continue notes and practice exercises on nouns, pronouns, adjectives.

Friday: Daily grammar practice and parts of speech continued. Students will continue notes and practice exercises on nouns, pronouns, adjectives.

Essential Questions: Why is it important to set expectations and goals, and what goals do you plan to accomplish this year?

Unit One EQ: Why is it essential to practice grammar usage skills?

Honors English 7 (Periods 2, 8)

Monday: No School – Labor Day

Tuesday: Discuss textbook scavenger hunt and findings. Growth mindset quiz and discussion. Discuss how this relates to our academic goals for this year. Goals sheet – Return goals sheet to students to edit/color/decorate. Students will turn in by end of class today. Period 8 – Computer lab to finish Reading pretest (Period 8 students will complete the growth mindset quiz and goal sheet for homework.

Wednesday: Begin unit 1 Introduction (Pearson English textbook) – Narrative writing.

Thursday: Finish unit 1 introduction in book/online and begin unit 1 Launch Text, “Grounded” (Nonfiction narrative).

Friday: Finish Launch text. Read “A Simple Art” text and analyze craft and structure within the text. Students will use first read and close read strategies to analyze text.

Essential Questions: Why is it important to set expectations and goals, and what goals do you plan to accomplish this year?

Unit One EQ: What can generations learn from each other?

English 11 (Period 3)

Monday: No School – Labor Day

Tuesday: Hand out textbooks and complete scavenger hunt.

Wednesday: Discuss scavenger hunt results and findings. Growth mindset quiz and discussion. Discuss how this relates to our academic goals for this year. Goals sheet – Return goals sheet to students to edit/color/decorate. Students will turn in by end of class today.

Thursday: Begin unit one – grammar (parts of speech). Students will review parts of speech and practice usage in various writings.

Friday: Parts of speech – review notes and complete practice exercises to insure mastery has been reached.

Essential Questions: Why is it important to set expectations and goals, and what goals do you plan to accomplish this year?

Unit One EQ: Why is it essential to practice grammar usage skills?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday: No School – Labor Day

Tuesday (B): Library to choose book to read during class time.

Wednesday (A): SSR session

Thursday (B): SSR session

Friday (A): SSR session

Essential Questions: Why is it important to read?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

August 29, 2016 - September 2, 2016

8/29/16 – 9/2/16

Academic English 9 (Periods 1, 4)

Monday: Introduction to course, classroom rules and expectations

Tuesday: Student information cards; goals activity

Wednesday: Finish goals activity; Hand out Pearson books and complete scavenger hunt activity.

Thursday: Computer lab (933) to take pre-test in Pearson Realize (online).

Friday: Computer lab (933) to finish pre-test in Pearson Realize (online).

Essential Questions: Why is it important to set expectations and goals, and what goals do you plan to accomplish this year?

Honors English 7 (Periods 2, 8)

Monday: Introduction to course, classroom rules and expectations

Tuesday: Student information cards; goals activity

Wednesday: Finish goals activity; Hand out Pearson books and complete scavenger hunt activity.

Thursday: Computer lab (933) to take pre-test in Pearson Realize (online).

Friday: Computer lab (933) to finish pre-test in Pearson Realize (online). Period 8 will not meet today due to District-wide Pep Rally.

Essential Questions: Why is it important to set expectations and goals, and what goals do you plan to accomplish this year?

English 11 (Period 3)

Monday: Introduction to course, classroom rules and expectations

Tuesday: Student information cards; goals activity; hand out Pearson books

Wednesday: Class meeting in auditorium.

Thursday: Computer lab (933) to take pre-test in Pearson Realize (online).

Friday: Computer lab (933) to finish pre-test in Pearson Realize (online).

Essential Questions: Why is it important to set expectations and goals, and what goals do you plan to accomplish this year?

PSSA Lang. Arts/SSR 7/8 (Period 5B: A and B Days)

Monday (A):  Introduction to course, classroom rules and expectations, preview of study island.com.

Tuesday (B): Introduction to course, classroom rules and expectations, preview of study island.com.

Wednesday (A): Computer lab (780) to take Reading pre-test on Study Island. Students will receive login card in order to access Study Island.

Thursday (B): Computer lab (780) to take Reading pre-test on Study Island. Students will receive login card in order to access Study Island.

Friday (A): Library to choose book to read during class time.

Essential Questions: Why is it important to read?

How can reading help us improve grades, communication skills, test taking abilities, etc.?

February 22, 2016 - February 26, 2016

2/22/16 – 2/26/16

Academic English 9 (Periods 1, 4)

Monday: Return section one study guide for the novel, Night. Section two quick quiz. Discuss study guide questions for section 2 of the book and read section three together.

Tuesday: CDT testing in computer lab.

Wednesday: CDT testing in computer lab.

Thursday: Night – Finish reading section three and complete study guide questions. Discuss study guide questions and figurative language examples from section three.

Friday: Night: Quick quiz for section three and quick write prompt for section three. Finish discussing section three study guide for Night. Begin section four of the book.

Essential Questions: How does learning new vocabulary words help us become better readers, writers, speakers, and listeners?

What are the parts of plot within a novel and how do we identify them and use them to understand the sequence of events?

How are elements, such as conflict, characterization, etc., presented in the novel, Night, and why is it important to examine such elements?

What literary devices does Elie Weisel use in his novel, Night, and what/how do these devices add to the story?

What themes from the novel, Night can we connect to the world we live in today?

How does understanding parts of speech help us become better readers, writers, speakers, and listeners?

Honors English 7 (Periods 2, 8)

Monday: Finish review of vocabulary words from chapter 5 of TLT (quiz on Thursday). Introduce research essay assignment – students will begin by choosing a topic and starting preliminary research (laptops).

Tuesday: CDT testing in computer lab.

Wednesday: CDT testing in computer lab.

Thursday: Vocabulary quiz on chapter 5 words from TLT. After the quiz, students may continue their research of topics for the Greek mythology research assignment.

Friday: Library – Students will spend the class period finding at least one print source for their topic and they must read the source and gather relevant information for their paper using the note sheets provided.

Essential Questions: How does learning new vocabulary words help us become better readers, writers, speakers, and listeners?

What are the different kinds of verbs and how do we use them correctly in our own writing?

What skills help us to research and write an effective research paper on a specific topic?

Honors Reading 7 (Period 7)

Monday: The Lightning Thief – Students will discuss chapters 9 – 12 together to clarify questions/confusions with the discussion questions. Students will turn in chapters 9 -10 sheet today and they must finish the chapter 11 – 12 sheet for tomorrow. Students will then complete a RACERS prompt about building suspense within the novel. The RACERS is due on Wednesday.

Tuesday: TLT – Read together as a class (Chapter 13). Students will respond to discussion questions for chapter 13 as we read. Turn in sheet for chapters 11 – 12.

Wednesday: TLT – Discuss chapter 13 and read chapter 14 together. Students will respond to discussion questions for chapter 14 as we read. Turn in RACERS prompt.

Thursday: Quiz on chapters 9 – 12. Discuss RACERS responses together and examine sample response on board (exemplar).

Friday: Finish reading chapter 14 and discuss questions together. Read chapter 15.

Essential Questions: How does learning background information on a topic help us prepare for reading a novel?

How is reading nonfiction texts different from reading a fictional novel?

What literary devices are used in the novel, The Lightning Thief, and how do these devices enhance the story?

How does the author build suspense throughout the novel, The Lightning Thief?

PSSA Language Arts 7/8 (Period 5B: Odd and Even Days)

Monday (Even): Review author’s point of view by discussing the evidence in students’ charts from last class (word choice, phrases used, etc.). Students will then complete quiz questions on author’s point of view and we will check responses and make corrections as needed.

Tuesday (Odd): Study Island – Evaluating Arguments: Students will take notes on this topic and discuss key points. Students will then complete quiz questions on evaluating arguments.

Wednesday (Even): Study Island – Evaluating Arguments: Students will take notes on this topic and discuss key points. Students will then complete quiz questions on evaluating arguments.

Thursday (Odd): Evaluating Arguments – Students will make corrections from the quiz they took last class. They will examine the questions that were incorrect and explain why they were incorrect. Students will then begin to discuss the next section on Study Island – Text Structure (notes).

Friday (Even): Evaluating Arguments – Students will make corrections from the quiz they took last class. They will examine the questions that were incorrect and explain why they were incorrect. Students will then begin to discuss the next section on Study Island – Text Structure (notes).

What kinds of reading/test-taking strategies help us navigate and comprehend texts and test questions?

How can reading strategies, like talking to text, help us understand questions on the PSSA tests?

What concepts and skills does the PSSA test assess, and how do we prepare for this assessment in order to succeed?