8th ELA

Feb 13-16 Monday Tuesday Wednesday Thursday

Objective Student will go over Student will go over Student will write a Student will grade his
what is required in a what is required in a narrative with a narrative with rubric,
narrative. narrative. sentence starter. and then revise
graded narrative.

Activities Do now: punctuation Do now: punctuation Do now: punctuation Student will grade his
narrative using rubric.
Student will read an Student will review Student will review Teacher will follow up
example narrative. narrative elements narrative elements by grading with rubric.
Student will underline (using rubric) (using rubric) including Student will use
sentences with luring including luring lead, luring lead, dialogue, corrections to type
lead, dialogue, dialogue, descriptive descriptive words (show narrative.
descriptive words, and words (show not tell), not tell), and
unforgettable ending. and punctuation. punctuation.

Student will review Student will write a Student will write a

narrative elements narrative with a narrative with a
(using rubric) including sentence starter. sentence starter.
luring lead, dialogue,
descriptive words
(show not tell), and
punctuation.

Resources Narrative rubric, Narrative rubric, Narrative rubric, Narrative rubric,

checklist checklist checklist chromebook

Assessmen Does student have a Does student have a Does student have a
t narrative started? narrative started? narrative finished/almost
finished?

7th Science/Social Studies

Feb 13-16 Monday Tuesday Wednesday Thursday

Objective Student will review function of the Student will review Student will take an
heart. function of the assessment on the
heart. functions of the heart.

Activities Student will review using blank heart Student will review Student will take
diagram. Student will review heart using blank heart assessment on the
facts. diagram. functions of the heart.

Student will use labeled notecards to

review the functions of the heart and
the directions in which blood flows.
Resources Labeled notecards, heart diagram, heart diagram, Blank heart diagram,
review worksheet function of the heart
blank test.

Assessmen Is student able to walk through blood

t flow with notecards?

7th ELA

Feb 6-9 Monday Tuesday Wednesday Thursday

Objective Begin introducing Begin introducing Connect Harlem to A Raisin Read A Raisin in the Sun.
Raisin in the Raisin in the in the Sun.
Sun. Sun.

Do Now What would you What would you Harlem By Langston Pick one character from
do if you if do if you if Hughes the film A Raisin in the
someone gave someone gave Sun, and describe how
you $10,000? you $10,000? Highlight line that shows why his or her dream was
the play was made after this deferred. How did they
movie? react?

Activities Watch A Raisin in Watch A Raisin in Explain what the poem Read act one scene one.
the Sun movie. the Sun movie. means.

Break down each part.

deferred- put off

raisin in the sun- dry up and

get smaller and smaller

fester- leave it to get

infected. That means it wont
heal or go away.

Run- does it bleed itself to

death if ignored?

Stink like raw meat- sitting,

smelling, reminding us its still
there

Crust and sugar over- what

happens when it is left out
and ignored? Crusts into
something different

Heavy load- cant stop

thinking about it

Explode- discuss ideas with

class. What things can you
think of that explode?

Discuss: Discuss where poem

would go on timeline. Before
MLK. What does this show
 us?

Why do you think the play

was written after this poems?
What dreams were deferred
in this play?

Write in notebook: What is a

dream of yours that has been
deferred? Which line in this
poem shows how it felt for
your dream to be deferred?

Differentiation N/A N/A Work one-on-one with student

who struggles with difficult
vocabulary.
8th ELA

Feb 6-9 Monday Tuesday Wednesday Thursday

Objective Student will work on Student will work on Student will work on Student will work on
history project. history project. history project. history project.

Activities Do Now: Punctuation Do Now: Punctuation Do Now: Punctuation Do Now: Punctuation

12-12:30 assessment MTSS
Student will work on Student will work on Student will work on
history fair project. history fair project. history fair project. Student will work on
history fair project.

12:30-1:00

Resources History fair work. History fair work. History fair work. History fair work.

Assessmen Has student completed Has student completed Has student completed Has student completed
t acceptable amount of acceptable amount of acceptable amount of acceptable amount of
notes/research on his notes/research on his notes/research on his notes/research on his
project? project? project? project?

7th ELA

Jan 30- Feb Monday Tuesday Wednesday Thursday

2

Objective Students will be Students will begin writing Students will complete Students will
introduced to MLK opinion pieces. Students opinion pieces. Students score opinion
play. will write their will write their body pieces using
introductions and start paragraphs and their opinion piece
their body paragraphs. conclusions. rubric.

Do Now What is your schema Is MLKs dream of Is MLKs dream of Use the opinion
10 mins (background freedom a reality in freedom a reality in piece rubric to
 knowledge) on Martin
Luther King Jr.?
Explain.
Activities Generate list of what
45-50mins students know about
MLK.
Students will write
down generated list.
Play video of MLK
speech.
Exit ticket: What were
your thoughts while
watching the MLK
speech?
Students will read
MLK play.
Differentiation Help with students
who struggle to make
personal connections
during speech.
8th ELA
Monday
Objective The student will learn
how to write a luring lead.
Activities Introduce narrative.
12-12:30
Introduce luring lead by
providing student with
example. Read aloud to
student and explain why it
is considered luring.
Work on history fair
12:30-1:00 project
Resources Chromebook, rubric,
papers for notes
America today? America today? score your
opinion piece.
Students will write their Students will write their Students will
opinion piece. 25 minutes opinion piece. score their
on timer. opinion piece.
5 minutes to collect
5 minutes to collect pictures, change font,
pictures, change font, etc. etc.
15 minutes sharing out. 15 minutes sharing out.
One-on-one help for One-on-one help for One-on-one
students who struggle with students who struggle help for students
writing. with writing. who struggle
with writing.
Tuesday Wednesday Thursday
The student will learn Student will learn how Student will work on
how to use dialogue to show not tell in punctuation.
in a narrative. narratives.
Student will write a Student will write Student will work on
narrative with narrative using punctuation
dialogue. descriptive language to worksheet.
show not tell sights,
smells, sounds, etc.
Work on history fair
project
Work on history fair Work on history fair
project project
Chromebook, papers Chromebook, papers Chromebook, papers
for notes for notes for notes
Assessmen Has student read over Does student write Does student use 80% accuracy on
t narrative rubric? Does dialogue? descriptive language to punctuation
student have a luring describe sights, smells, worksheet.
lead? sounds, etc.?

Has student completed

Has student completed acceptable amount of
acceptable amount of notes/research on his
Has student project? Has student
notes/research on his
completed completed
project?
acceptable amount acceptable amount
of notes/research on of notes/research on
his project? his project?

Review Common Core with student:

Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.

Use dialogue and description to develop experiences and events or show the responses of
characters to situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events
precisely.

Provide a conclusion that follows from the narrated experiences or events.

Jan 23-26 Monday Tuesday Wednesday Thursday

Do Now Summarize Act 1. Troy: It starts out like Go over key words, Troy: p. 77
Who (main a little bushand the connotative and monologue
characters): next thing you know denotative. (print**)
What (main idea): its a whole forest. p. 61 Rose built a fence to
When: What does it mean to Bono Some keep her family in.
Where: be in a committed people build Troy built a fence to
relationship? fences keep death out. We
Rose builds a all have fences in our
fence in her life. lives. Who/what does
What/who is she your fence keep in or
keeping in or out? keep out?
Why do you think
this?

Activities Read act two Finish act two scene Talk about Roses Review for Quiz
scene one (p. 59- one (67-72). Finish fence. Who or what
67). act two scene two was she keeping in
(73-77). (Troy, family, etc.)?
Read act two scene Who or what was
three (78-79). she keeping out?
Start act two scene
four (80-89).
Assessment Do Now: Did Do Now: Did Do Now: did Do Now: Do students
students identify students identify two students identify understand denotative
two or more or more keywords? one thing Rose and connotative
keywords? Key Key words: trapped, keeps in or out? meaning of the
words: trapped, responsibility. Did Did students keyword fence?
responsibility students make an understand
inference? connotative
meaning of fence?

Differentiatio Students who Do now: Who is Explain meaning of Work with and review
n struggle with someone in your life fence to student with student
summarizing and you trust the most? struggling with struggling with
main idea may Why? connotative connotative meaning.
need one-on-one meaning.
attention.