Week 6 September 8-12

Scope of Work Week 6

Let's get this done together! :)

Please email me at cooleyl@wcsdms.com if you would like a more detailed explanation of what we are doing this week.

Monday, September 8, 2014

  • The teacher will introduce the literary analysis skill – Comparing Irony and Paradox  and Vocabulary for the Comparing Literary Works short stories “Like the Sun” and “The Open Window.”
  • The teacher will monitor student reading of “Like the Sun” using vocabulary and paradox notes.
  • Students will then complete the Critical Thinking Questions and After You Read activities in the textbook.

 

Tuesday, September 9, 2014

 

  • The teacher will review the literary analysis skill – Comparing Irony and Paradox  and Vocabulary for the Comparing Literary Works short stories “Like the Sun” and “The Open Window.”
  • The teacher will monitor student reading of “The Open Window” using vocabulary and paradox notes.
  • Students will then complete the Critical Thinking Questions and After You Read activities in the textbook.

 

Wednesday, September 10, 2014

 

  • The teacher will review “Like the Sun” and “The Open Window” using vocabulary and irony and paradox notes.
  • The student will analyze irony and paradox in the two selections.
  • The student will write an explanatory essay comparing how the authors present concepts of truth and deception.  (Timed writing assignment)
  • Students will complete the Open Book Test to prepare for Thursday’s test. (May be assigned for homework, if not completed)

 

Thursday, September 11, 2014

 

  • The teacher will review “Like the Sun” and “The Open Window” using vocabulary and irony and paradox notes.
  • The student will analyze irony and paradox in the two selections.
  • The student will complete the Section Test.  (Enrichment activities will be assigned, as time permits)
  • The teacher will introduce the writing assignment and the prewriting/planning strategies.
  • The student will use writing strategies to generate ideas and to plan, organize, evaluate, and revise a cause-and-effect essay.

 

Friday, September 12, 2014

 

  • The student will write a cause-and-effect essay.
  • The student will use writing strategies to generate ideas and to plan, organize, evaluate, and revise a cause-and-effect essay.
  • Students will share their essays with one another for peer review.
  • Students will assess their essays using the Rubric for Self-Assessment. 

 

Goals:

Monday

TSW analyze word choice to determine author’s purpose.

TSW make predictions as they read.

TSW apply concepts to write about the big question.

TSW revise sentences for the correct usage of the parts of speech.

TSW work in collaborative groups to foster effective communication goals or skills.

 

Tuesday

TSW analyze word choice to determine author’s purpose.

TSW make predictions as they read.

TSW apply concepts to write about the big question.

TSW revise sentences for the correct usage of the parts of speech.

TSW work in collaborative groups to foster effective communication goals or skills.

 

Wednesday

TSW analyze word choice to determine author’s purpose.

TSW make predictions as they read.

TSW apply concepts to write about the big question.

TSW revise sentences for the correct usage of the parts of speech.

 

Thursday, October 3, 2013

TSW analyze word choice to determine author’s purpose.

TSW make predictions as they read.

TSW apply concepts to write about the big question.

TSW revise sentences for the correct usage of the parts of speech.

 

Friday

TSW make predictions as they read.

TSW apply concepts to write about the big question.

TSW revise sentences for the correct usage of the parts of speech.

 

Results of the listed informal assessments will be used to develop plans to differentiate instruction in response to data and review the effectiveness of prior actions. These informal assessments serve as responses to previous data gathered from past assessments in the unit.

 

Results of the above formal assessment will be used to develop plans to differentiate instruction in response to data and review the effectiveness of prior actions. These formal assessments serve as a response to previous data gathered from past assessments in the unit.

 

Results of informal socratic questioning were used to scaffold student learning at the time in which the questions took place. Results will be used to develop more formal and informal assessments based on students’ individual needs. They serve as an immediate data source used to evaluate the effectiveness of prior teaching strategies and will also be used to develop future plans to differentiate instruction.

 

Cooperative Learning Group Projects cannot be made up, but alternate assessments are available for absent students. :) 

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