Middle School Literacy Block Lesson Plans Green / Purple

Mr. Smith (Perez)

Essential Questions

Week 19: Jan. 21- 25

Common Core Standard
8.RL.6 [Craft] Analyze how differences in the points of view of the characters and the audience or reader create effects such as suspense, humor, etc. 8.IT.2 [Literary Extended Response Essay] Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Character
o What motivates Characters to make good decisions

DBQ unit: Search and Seizure

o Did the Government Go Too Far?

Monday

Tuesday
o o Reading: Read and Post for 1 hour Writing: n/a

Wednesday
o o Reading: Read and Post for 1 hour Writing: n/a

Thursday
o o Reading: Read and Post for 1 hour Writing: n/a

Friday
o o Reading: Read and Post for 1 hour

Homework/Assessment

No School

Reading Mini-Lesson
Purple: 9:009:20 Green: 1:001:20

No School

SWABAT: Analyze character

motivation and compare with personal experience(s

SWBAT: Analyze character

SWBAT: SWBAT explain how

Writing: TPS and early answer to a DBQ prompt SWBAT: SWBAT explain

motivation and compare with personal experience(s

a conflict that affected the character helped him learn a lesson.

how a conflict that affected the character helped him learn certain lessons

Complete quiz with 90% accuracy. (socrative)

Texts: We Beat The Street (Chap 5-6) Independent Reading Books

Texts: We Beat The Street Text (Chap 7-8) Independent Reading Books

Texts: We Beat The Street Text (Chap 9-10) Independent Reading Books

Texts: We Beat The Street (Chap 11-12) Independent Reading Books Graphic Novels
n/a

Guided Reading Groups

Purple I: 9:259:45 Purple II: 11:0011:20 Green III: 1:252:10

Purple: 1(6) 2 Green: 1 -2

Purple: 3 4 Green: 3 4

Purple: 5 (7) 1 Green: 5 1

Purple: 2- 3 Green: 2 -3

Illinois Reading Assessment Framework: 1.7.16: distinguish the main idea and supporting details in any text 1.7.20: draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge
No school No School Purple (SUBJECT TO CHANGE) 1. Ind. ReadorVocab 2. Ind. ReadorVocab 3. Guided Reading / Odyssey 4. Odyssey / Guided Reading 5. Guided Reading / Odyssey Green (SUBJECT TO CHANGE) 1. Ind. ReadorVocab 2. Ind. ReadorVocab 3. Guided Reading / Odyssey 4. Odyssey / Guided Reading 5. Ind. ReadorVocab 6. Ind. ReadorVocab No School Purple (SUBJECT TO CHANGE) 1. Guided Reading / Odyssey 2. Odyssey / Guided Reading 3. Ind. ReadorVocab 4. Ind. ReadorVocab 5. Ind. ReadorVocab Green (SUBJECT TO CHANGE) 1. Ind. Readorvocab 2. Ind. ReadorVocab 3. Ind. ReadorVocab 4. Ind. ReadorVocab 5. G.R. / Odyssey 6. G.R. / Odyssey Purple (SUBJECT TO CHANGE) 1. Ind. ReadorVocab 2. Ind. ReadorVocab 3. G.R. / Odyssey 4. Odyssey / G.R. 5. G.R. / Odyssey Green (SUBJECT TO CHANGE) 1. G.R. / Odyssey 2. Odyssey / G.R 3. Ind. ReadorVocab 4. Ind. ReadorVocab 5. Ind. ReadorVocab 6. Ind. ReadorVocab Purple (Subject to change) 1. G.R. / Odyssey 2. Odyssey / G.R. 3. Ind. ReadorVocab 4. Ind. ReadorVocab 5. Ind. Read orVocab Green (Subject to change) 1. Ind. ReadorVocab 2. Ind. ReadorVocab 3. G.R. / Odyssey 4. Odyssey / G.R. 5. Ind. ReadorVocab 6. Ind. ReadorVocab

Independent Practice
Purple I: 9:209:55 Purple II: 11:0011:20 Green: 1:202:10
Word Analysis / Vocabulary Reading Strategies / Comprehension

VOCABULARY / WORDS THEIR WAY(Sort 10) Purple: 11:2011:40 Green: 2:152:35

Students use an inquiry based approach to creating their OWN meaning of roots and affixes.

Sort #24: Day 1: Introduce the Sort

introduces words to and they have an opportunity to discuss potential meanings begin to manipulate words and brainstorm sort options in order to determine the possible purpose of the sort

o o

Sort #24: Day 2, Apply the Skill

Partner-up for Blind Sort Complete extension activity/pre-test manipulating words based on this weeks affix focus

o o

Sort #24: Day 3 Find Words in Context

re-sort the words Read their I.R. and search for words that follow the same patters as the sort words Record the new words (on post-it) and sort them into the correct categories in W.S.Notebook

Complete the Sort

Allow one last chance to sort/say the words Take Weekly Assessment where the write the words (spelled correctly) on a separate sheet of paper

Words Their Way

Illinois Reading Assessment Framework: 1.7.01: Determine the meaning of an unknown word or content-area vocabulary using knowledge of affixes and root words.

Writers Workshop
Purple: 11:4012:10 Green: 2:403:10

SWBAT: (DBQ) Complete the PreBucketing activity to begin learning how to create an in-depth understanding of an essay prompt

SWBAT: (DBQ) Complete a reading of Doc B Think/Write/Pair/Sha re the doc analysis questions

SWBAT: (DBQ) Complete the reading and questions of Doc A" TPS an early answer to the DBQ prompt.

SWBAT: (DBQ)

Complete a reading of Doc C Think/Write/P air/Share the doc analysis questions

Conferencing: individual spot check Modeling Text: DBQ Background

Conferencing: individual spot check Modeling Text: DBQ PreBucketing

Conferencing: individual spot check Modeling Text: DBQ Doc A

Conferencing: n/a

Modeling Text: n/a