Week 9 September 29-Oct. 3

Scope of Work

I can't wait to teach you all this intense unit!

 

September 29, 2014

  • The teacher will introduce the Reading Skill: Make Inferences, the Literary Analysis concept: Setting, and the selection vocabulary.
  • Students will read the short story “There Will Come Soft Rains” by Anton Chekhov.
  • Students will answer the Critical Thinking Questions and complete the After You Read Activities.

Tuesday, September 30, 2014

  • The teacher will review the Reading Skill: Make Inferences, the Literary Analysis concept: Setting, and the selection vocabulary.
  • Students will complete the All-in-One and Readers Notebook workbook activities for the short story.

Wednesday, October 1, 2014

  • The teacher will review the Reading Skill: Make Inferences, the Literary Analysis concept: Setting, and the selection vocabulary.
  • Students will complete the Open Book Test for the short story.

Thursday, October 2, 2014

  • The teacher will review students for the test.
  • Students will complete the test and enrichment and/or remediation activities.
  • Students will complete the Writing Assignment in the textbook (if time permits - may be assigned for homework).

Friday, October 3, 2014

  • Students will analyze texts to extend ideas.
  • Students will analyze expository texts, reading and understanding a technical article and a news release.
  • Students will complete the After You Read activities and the Timed Writing Prompt.

 

Goals:

Monday

TSW analyze text structure to make inferences

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 text structure to make inferences

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 text structure to make inferences

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.

 

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

 

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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