Do Now
______
Essential
Learning
(Objective)
TLW- / Channel One Bellwork
Write an objective summary and personal connection on today’s stories
Find the Errors
Students read a paragraph and find the grammatical errors
L 8.1 Command of English grammar and usage
W 8.3 Narrative writing
W 8.7 Short research projects
RL 8.1 Textual evidence – explicit vs inferences
R 8.2 Objective summary of text / Channel One Bellwork
Write an objective summary and personal connection on today’s stories
Find the Errors
Students read a paragraph and find the grammatical errors
L 8.1 Command of English grammar and usage
W 8.3 Narrative writing
W 8.7 Short research projects
RL 8.1 Textual evidence – explicit vs inferences
R 8.2 Objective summary of text / Channel One Bellwork
Write an objective summary and personal connection on today’s stories
Find the Errors
Students read a paragraph and find the grammatical errors
L 8.1 Command of English grammar and usage
W 8.3 Narrative writing
W 8.7 Short research projects
RL 8.1 Textual evidence – explicit vs inferences
R 8.2 Objective summary of text / Channel One Bellwork
Write an objective summary and personal connection on today’s stories
Find the Errors
Students read a paragraph and find the grammatical errors
L 8.1 Command of English grammar and usage
W 8.3 Narrative writing
W 8.7 Short research projects
RL 8.1 Textual evidence – explicit vs inferences
R 8.2 Objective summary of text / Channel One Bellwork
Write an objective summary and personal connection on today’s stories
Find the Errors
Students read a paragraph and find the grammatical errors
L 8.1 Command of English grammar and usage
W 8.3 Narrative writing
W 8.7 Short research projects
RL 8.1 Textual evidence – explicit vs inferences
R 8.2 Objective summary of text
Engage/Excite
(Strategies for Involvement) / *The Boy in the Striped Pajamas class read (Chapter 3 & 4) – Circle discussion to follow
*Partner Work on Holiday Stories / *The Boy in the Striped Pajamas class read (Chapter 5 & 6) – Circle discussion to follow
*Partner Work on WW2 and Holocaust Research Project / *The Boy in the Striped Pajamas class read (Chapter 7 & 8) – Circle discussion to follow
*Partner Work on WW2 and Holocaust Research Project / *The Boy in the Striped Pajamas class read (Chapter 9 & 10) – Circle discussion to follow
*Partner Work on WW2 and Holocaust Research Project / *The Boy in the Striped Pajamas class read (Chapter 11 & 12) – Circle discussion to follow
*Partner Work on WW2 and Holocaust Research Project
Practice to
Product
(Student Work) / *We read Chapter 3 & 4 of The Boy in the Striped Pajamas. We then discuss with questions in a circle.
*Students work with a partner to write a fictional holiday story. Student grades will be determined by how well they implement suggestions from the Adam Gidwitz handout.
*Wrap-up: Students practice questions from MICA and MIST / *We read Chapter 5 & 6 of The Boy in the Striped Pajamas. We then discuss with questions in a circle.
*Students work with a partner to research the Holocaust and WW2. While learning, the students will present a Keynote presentation that shows their learning.
*Wrap-up: Students practice questions from MICA and MIST / *We read Chapter 7 & 8 of The Boy in the Striped Pajamas. We then discuss with questions in a circle.
*Students work with a partner to research the Holocaust and WW2. While learning, the students will present a Keynote presentation that shows their learning.
*Wrap-up: Students practice questions from MICA and MIST / *We read Chapter 9 & 10of The Boy in the Striped Pajamas. We then discuss with questions in a circle.
*Students work with a partner to research the Holocaust and WW2. While learning, the students will present a Keynote presentation that shows their learning.
*Wrap-up: Students practice questions from MICA and MIST / *We read Chapter 11 & 12 of The Boy in the Striped Pajamas. We then discuss with questions in a circle.
*Students work with a partner to research the Holocaust and WW2. While learning, the students will present a Keynote presentation that shows their learning.
*Wrap-up: Students practice questions from MICA and MIST
Evaluate
(Mastery/
Reteach/
Enrichment)
(Assessment) / Daily Wrap-Up
MICA /MIST Practice Question / Daily Wrap-Up
MICA / MIST Practice Question / Daily Wrap-Up
MICA / MIST Practice Question / Daily Wrap-Up
MICA / MIST Practice Question / Daily Wrap-Up
MICA / MIST Practice Question
Reflections / *How well did each student understand today’s objectives? / *How well did each student understand today’s objectives? / *How well did each student understand today’s objectives? / *How well did each student understand today’s objectives? / *How well did each student understand today’s objectives?
HOMEWORK
/ Etymology 25 / Etymology 25 / Etymology 25 / Etymology 25 / Etymology 25
Teacher/Subject: Wood APEX ELA Week: November 30 – December 4
Guiding Question: Why is important for us to learn about the Holocaust and WW2? Can you write a dynamic fictional holiday story?
Materials: laptops; websites for research; Channel One; “Find the Errors” handout; Active Inspire annotation; Adam Gidwitz handout