Monday

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

• Students then will collaboratively complete Amplify Grammar Lesson SU1 L3 - The Simple Predicate I.  Students will collaboratively examine each answer and select the best choices.  Results will be reviewed and discussed.

• Students will be given remaining time to work on their weekly word work or reading.

Homework: Students should complete their 1/2 hour of independent reading tonight. Students have 4 word work words taken from their independent reading novel to complete by the end of the week.

Tuesday

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

• Students will then review the Plot Diagram they completed last week on our reading of "The Babysitter."

• A brief lesson will be taught on addressing a possible open ended question and finding supporting evidence to back up the claim.

• Studnets will then be introduced to the ABCs of writing constructed responses before reading a student essay that addresses an open ended question about the story.  Students will collaboratively find and fill in the supporting evidence that this writer could have included to strengthen their response.

• Any remaining time will be committed to weekly reading or word work.

Homework: Students should complete their 1/2 hour of independent reading tonight. Students have 4 word work words taken from their independent reading novel to complete by the end of the week.

Wednesday

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

• Students will review strategies for Slowing Down a moment of time in their writing and examine two popular writers who use the strategies in their own work.

• They then apply some of those strategies to their own writing.

• Students complete activities 2 and 3 of Amplify Lesson SU3 L4 "Moments in Time.

Thursday - PLC Schedule

• Students begin the class with independent reading.

• Students will review strategies for Speeding Up a moment of time in their writing and examine two popular writers who use the strategies in their own work.

• They then apply some of those strategies to their own writing before giving and recieving feedback to members of  their team.

• Students complete activities 4 and 8 of Amplify Lesson SU3 L4 "Moments in Time.

Friday

• Students begin the class with independent reading.

• They will then Read "Fish Cheeks" in Amplify Lesson: SU3 L5 Strange Menu and attempt to collaboratively identify the strategies the author uses to slow down time and to zoom in on a specific moment in time.

• They will then use some of the writer's strategies for using sensory language to vividly describe an experience of their own.

• Any remaining time will be committed to finishing their weekly reading or word work.

Monday

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

• Students then will collaboratively complete Amplify Grammar Lesson SU1 L3 - The Simple Predicate I.  Students will collaboratively examine each answer and select the best choices.  Results will be reviewed and discussed.

• Students will be given remaining time to work on their weekly word work or reading.

Homework: Students should complete their 1/2 hour of independent reading tonight. Students have 4 word work words taken from their independent reading novel to complete by the end of the week.

Tuesday

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

• Stuents will then reveiw events from last week's reading of Poe's "The Tell-Tale Heart" and complete the story.

• Students will finish the class constructing a plot diagram of the plot and identifying a theme from those events.  Results will be shared and discussed.

• Students will be given any remaining time to work on their weekly Word Work or their daily independent reading.

Homework: Students should complete their 1/2 hour of independent reading tonight. Students have 4 word work words taken from their independent reading novel to complete by the end of the week.

Wednesday

• Students will begin the class with 10 minutes of independent re-reading for the first four paragraphs of "The Tell-Tale Heart."

• They will then view Annette Jung's animated interpretation of the story.

• Students will collaboratively examine the choices she made in the retelling of the story and evaluate their effectiveness.

• Students will be given any remaining time to work on their weekly Word Work or their daily independent reading.

Thursday

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

• Students will view Annette Jung's animated version of Poe's story one final time before using their notes to write a constructed response using their notes from yesterday's class.  Several approaches will be discuss and students will be given remaining time to write their responses.

• Students who finish will be given any remaining time to work on their weekly Word Work or their daily independent reading.

Friday

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

• Studenst will then review our previous examination of the Four Olds from "Red Scarf Girl."

• We will return to Amplify Lesson SU3 L3 to examine a related propaganda poster, which students will collaboratively examine and share their findings.

• Students will finish the class with the Solo activity at the end of the lesson.