| | Monday 2/15 |
| Objective (Student will…) | NO SCHOOL-Presidents’ Day |
| Teacher Activities | |
| Student Activities | |
| Assessment/Evaluation (Have students met the learning target? What does success look like?) | |
| Academic Vocabulary | |
| Additional Resources | |
| Re-Teach | |
| | Tuesday 2/16 |
| Objective (Student will…) | Read for comprehension and identify elements of literature. RL.8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| Teacher Activities | Review of BiSP chapters through three. Study guide questions worksheet. Model example. Answer in complete sentences. |
| Student Activities | Do first thirteen questions through end of chapter 5//(1-7) on chapters 6 and 7 on Weds night. |
| Assessment/Evaluation (Have students met the learning target? What does success look like?) | Complete sentence check//class discussion on Weds |
| Academic Vocabulary | Paraphrasing/point of view/character analysis/innocence vs evil |
| Additional Resources | |
| Re-Teach | |
| | Wednesday 2/17 (Early Release at 2:20) |
| Objective (Student will…) | Winning Wednesday-PARCC test prep. Student will answer one of the study questions in a RACE format |
| Teacher Activities | Model how to paraphrase, page number…introduce info…explain info…CITE EVIDENCE |
| Student Activities | TBA in class; choosing 2 questions per period |
| Assessment/Evaluation (Have students met the learning target? What does success look like?) | 2 RACE pghs due before you are out the door… |
| Academic Vocabulary | RACE |
| Additional Resources | EngageNY packets |
| Re-Teach | |
| Class Name | Thursday 2/18 |
| Objective (Student will…) | Read for comprehension and identify elements of literature. RL.8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| Teacher Activities | Ambivalent, amorphous, anathema, antic, apposite, arrogate, augment, brusque, canard, concomitant, debunk, endemic, ersatz, eulogy, ethereal |
| Student Activities | Students write number, entry word, pronunciation key, part of speech, definition and write own sentence …sentence must pertain to character or content. |
| Assessment/Evaluation (Have students met the learning target? What does success look like?) | Sentences…do they make sense? |
| Academic Vocabulary | |
| Additional Resources | |
| Re-Teach | |
| Class Name | Friday 2/19 |
| Objective (Student will…) | Read for comprehension and identify elements of literature. RL.8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| Teacher Activities | Cumulative test/ skills/content/ CITE EVIDENCE |
| Student Activities | TEST |
| Assessment/Evaluation (Have students met the learning target? What does success look like?) | |
| Academic Vocabulary | |
| Additional Resources | |
| Re-Teach | |