Monday - Due to Testing and Saftey drills this week, plans will vary depending on the hour I meet with the kids and will shift over a day in some classes.

• Students will  begin the class with 10 minutes of independent reading.

• Students will then begin a process to introduce the new seating chart and establish new cooperative learning teams.  Students will go through a teambuilding process in order to get more comfortable with their new teammates called "Uncommon Commonalities."  We will use this process to come up with a team identity, which they will share with the class at the end of the 2nd day.  We will  go into tomorrow's class with this process as we will be working on skills related to the development of consensus decision making and sometimes that takes longer than planned.

Homework: Students should complete their 1/2 hour of independent reading tonight.  Word Work and Reading logs documenting their reading are optional this week.  Students who chose to complete them can recover an equally weighted grade for each. 

Tuesday

• Students will begin the class with independent reading.

• Students will then review the process we are using to establish team identities, review strategies for reaching consensus, and then be given time to complete their team identities.

• Students will then share their team identities with the rest of the class.

Wednesday

• Students will begin class with 10 minutes of independent reading.

• Students will then begin Amplify Lesson Perspectives and Narrative SU 3 L6 "Looking Back" Focusing on Amy Tan's "Fish Cheeks" essay.  They will examine how the writer's perspective changes from the time the event takes place to the time they are looking back on the experience as an adult.  Students will  examine specific passages that reflect those changes.

Thursday

• Students begin the class with independent reading.

• Students will then complete Amplify Lesson Perspectives and Narrative SU 3 L6 "Looking Back" Focusing on Amy Tan's "Fish Cheeks" essay,  continuing their examination of how the writer's perspective changes from the time the event takes place to the time they are looking back on the experience as an adult.  Students will  complete activities 5, 7, and 8.

Friday

• Students will begin class 10 minutes of independent reading.

• Students in classes that have been interrupted by testing and/or drills will likely be completing day 2 of SU3 L6 mentioned above.  Classes that have completed this lesson will have the time to complete make-up work or read their novels.

Homework: Students who have completed their reading documentation and word work for the week have no homework over the weekend.

Monday

• Students will  begin the class with 10 minutes of independent reading.

• Students will then begin a process to introduce the new seating chart and establish new cooperative learning teams.  Students will go through a teambuilding process in order to get more comfortable with their new teammates called "Uncommon Commonalities."  We will use this process to come up with a team identity, which they will share with the class at the end of the 2nd day.  We will  go into tomorrow's class with this process as we will be working on skills related to the development of consensus decision making and sometimes that takes longer than planned.

Homework: Students should complete their 1/2 hour of independent reading tonight.  Word Work and Reading logs documenting their reading are optional this week.  Students who chose to complete them can recover an equally weighted grade for each. 

Tuesday

• Students will begin the class with independent reading.

• Students will then review the process we are using to establish team identities, review strategies for reaching consensus, and then be given time to complete their team identities.

• Students will then share their team identities with the rest of the class.

Wednesday

• Students will review routines and expectations for class before they begin the class with 10 minutes of independent reading.

• Students will Begin Amplify Lesson 7A Red Scarf Girl SU3 L7 "The Election of the Red Successors"   Student teams will act out sections of the text and discuss the shift in power that is taking place among Ji-Li and her classmates.

Thursday

• Students will begin class with a brief review of classroom expectations and go directly into their independent reading.

• Students will complete Amplify Lesson 7A Red Scarf Girl SU3 L7 "The Election of the Red Successors"   Student teams will write in response to yesterday's reading, share their responses, and wrap up the lesson.

Friday

• Students will begin class with a brief review of classroom expectations and go directly into their independent reading.

• An Alice evacuation drill is scheduled for today during class time and will likely take up much of the class.

Homework: Students who have completed their independent reading minutes, documentation and Word Work do not have homework over the weekend.