6Th to 8Th Grade Intensive Reading

6th to 8th Grade Intensive Reading

Ms. Hemphill

Week of February 20, 2017

MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
Standard(s) / RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.2.5: Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.
RI.3.9: Compare the contrast a fictional portrayal of a time, place, or character of a time, place, or character and a historical account o the same period as a means of understanding how authors of fiction use or alter history. / RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.2.5: Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.
RI.3.9: Compare the contrast a fictional portrayal of a time, place, or character of a time, place, or character and a historical account o the same period as a means of understanding how authors of fiction use or alter history. / RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.2.5: Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.
RI.3.9: Compare the contrast a fictional portrayal of a time, place, or character of a time, place, or character and a historical account o the same period as a means of understanding how authors of fiction use or alter history. / RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.2.5: Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.
RI.3.9: Compare the contrast a fictional portrayal of a time, place, or character of a time, place, or character and a historical account o the same period as a means of understanding how authors of fiction use or alter history. / RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.2.5: Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.
RI.3.9: Compare the contrast a fictional portrayal of a time, place, or character of a time, place, or character and a historical account o the same period as a means of understanding how authors of fiction use or alter history.
Essential Question / How does the author’s use of words determine the meaning and tone of a text. / How does the author’s use of words determine the meaning and tone of a text.
How does the poem’s form or structure contribute to its meaning? / How does the author’s use of words determine the meaning and tone of a text.
How does the poem’s form or structure contribute to its meaning? / How does the author’s use of words determine the meaning and tone of a text.
How does the poem’s form or structure contribute to its meaning? / How does the author’s use of words determine the meaning and tone of a text.
How does the poem’s form or structure contribute to its meaning?
Rigor Levels(s) Retrieval/Comprehension/ Analysis/Knowledge/
Utilization / Comprehension / Comprehension / Comprehension / Comprehension / Comprehension
Learning Goal / Students will determine the meaning of words. Students will analyze the impact of the author’s word choice on meaning or tone. / Students will determine the meaning of words. Students will analyze the impact of the author’s word choice on meaning or tone. / Students will determine the meaning of words. Students will analyze the impact of the author’s word choice on meaning or tone. / Students will determine the meaning of words. Students will analyze the impact of the author’s word choice on meaning or tone. / Students will determine the meaning of words. Students will analyze the impact of the author’s word choice on meaning or tone.
I do: Introduce ”Two Parties Was No Party”.
We do: Text code the article. / You do: Continue Text coding the article “Two Parties Was No Party”. / Complete Activity on “No Parties Was No Party”.
You do: complete an Achieve article of your choice. / Review “Among the Imposters” and “Among the Hidden”
You do: complete an Achieve article of your choice. / I do: Introduce “Among the Betrayed”
Go over elements of a story.
Pre-assessment
Formative Assessment / Level Set Assessment / Level Set Assessment / Level Set Assessment
Resources & Materials / Achieve 3000 / Achieve 3000 / Achieve 3000 / Achieve 3000
Among the Betrayed / Achieve 3000
Among the Betrayed
Homework / Reading Book / Reading Book / Reading Book / Reading Book / Reading Book
Accommodations / ESOL/ESE MODIFICATIONS: Multiple learning styles; Provide contextual support through models and demonstrations; Reinforce key ideas repeatedly; making use of contextual clues; multiple media; hands-on experiences; defining content area terms, thinking maps, classroom routines; use visuals and models, monitor students’ comprehension, give wait time, introduce new vocabulary, write directions on board; use document camera and projector with speakers when necessary. Accommodations: Extended time; test in small group; test in alternative setting; clarify assignments and directions; check for understanding; Inclusion Teacher assist