6TH GRADE ELA- Benchmark Unit 2- Unit 2 – Determining Importance/Sequence Reading Bookmark- Individual Reading - Due 10/28 Benchmark – Sequence –Sequence Chart Focus Board – Genre/ Reading Strategy/ Vocab Words/Grammar Plot Structure Lesson + Notes + Video + Practice Read aloud – “A Year Down Yonder” - Journal response October 21 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies Cnn 10 journal Response Colony Advertisement Project – Due at the end of the hour on Tuesday INDEPENDENT WORK – DURING GUIDED READING Daily Language Review Fragments Packet Plot Diagram Story W.S. Guided Reading Groups Intro

October 22 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies 6TH GRADE ELA – Benchmark Unit 2- Determining Importance/Sequence Reading Bookmark – Individual Reading Benchmark – Realistic Fiction-”Shells”- Identify Text Structure Weekly Article -Paired Reading– “Dutch Windmills” Read 1 Read aloud – “A Year Down Yonder” - Journal response October 22 INDEPENDENT WORK – DURING GUIDED READING Daily Language Review Run-ons W.S. Nouns- Concrete/Abstract Due Today Plot – Plot your favorite movie in your notebook Focus Board Vocab. Write it in notebook – organize, conclude, tension Guided Reading Groups – Red, Yellow, Blue 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies Project due Today Chapter 3 Section 4 + 5 Worksheet

October 23 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies 6TH GRADE ELA – Benchmark Unit 2 - Determining Importance/Sequence Reading Bookmark – Individual Reading Benchmark – Realistic Fiction-”Shells”- Identify Text Structure Weekly Article -Paired Reading– “Dutch Windmills“ – Read 2 Personal Narrative Intro – Songs – Journal response Read aloud – “A Year Down Yonder” - Journal response October 23 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies Samuel Adams + Patrick Henry Political Cartoon- mayflower + No Taxation INDEPENDENT WORK – DURING GUIDED READING Daily Language Review Run-on Sentences W.S. Focus Board Vocab. Use it in a sentence – organize, conclude, tension To Map a Story W.S.- Due Today Guided Reading Groups- Orange, Green, Blue

Realistic Fiction Realistic Fiction is ______________________. The purpose of realistic fiction is to __________________. What kinds of settings do the stories take place in? What does at least one character have to deal with ?

October 24 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies 6TH GRADE ELA – Benchmark Unit 2 -Unit 2 – Determining Importance/Sequence Reading Bookmark – Individual Reading Benchmark – Realistic Fiction – “Shells” Weekly Article -Paired Reading– “Dutch Windmills” – Read 3 Personal Narrative Read aloud – “A Year Down Yonder” - Journal response October 24 INDEPENDENT WORK – DURING GUIDED READING Daily Language Review Run-on Sentences W.S. Focus Board Vocab. Sketch it –organize, conclude, tension Plot – “What to do with Fido”- Due Today Think about it Thursday- Free Write Guided Reading Groups – Purple, Yellow, Green 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies Toward Independence – Reading + Interactive Notebook

Free Write - Think about it Thursday! What would the world be like without internet?

October 25 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies 6TH GRADE ELA – Benchmark Unit 2 -Determining Importance/Sequence Reading Bookmark – Individual Reading Benchmark – Realistic Fiction- “Shells” Weekly Article -Paired Reading– “”– Quiz Subject/Predicate, Fragments, and Run-on Quiz Personal Narrative Read aloud – “A Year Down Yonder” - Journal response INDEPENDENT WORK – DURING GUIDED READING Daily Language Review due Fragment/Run-on W.S. Due Today Friday Free Write – Bullying Plot – “Ayden’s Day at the Lake” Due Today Focus Board Vocab. Teach it – organize, conclude, tension Guided Reading Groups- Red, Orange, Blue 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies Toward Independence – Reading + Interactive Notebook

Friday Free Write Write “Bullying” at the top of your page

Guided Reading Groups – Hours 1-2 Blue Eric Tue Rody Sama Alijah Green Jonah Earl Abbigale Sumera Antonio Orange Meron Alexis Mina Mary Marita Red Gisele Sydney Natania Reven Rina Purple Serena Koussay Filip Gabbi Mark

Guided Reading Groups – Hours 4-5 Blue Amya Raghid Massara Noor Green Giancarlo Salen Nickolas Alvera Chanell Orange Myla Amilia Isaac Nora Helya Yellow Desmond Leon Tahrima Mirna Gurleen Red Odelia Chloe Jaylin Azia Maryam Purple Natale Mishelle Alina Nusrath Andrew

6th Grade ELA Weekly Learning Targets RL.6.5 -I Can:  Define theme  Define setting  Define plot  Explain how a particular part of a literary piece moves the story along  Explain how a particular part of a literary piece develops the theme W.6.3 - I Can:  Write a narrative paper  Develop a narrator and/or characters  Develop a plot  Use dialogue  Use transitions  Use descriptive  Vocabulary and sensory language  Provide a conclusion W.6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. I Can:  Develop grade-level appropriate writing RL.6.3- I Can:  Describe the series of events that are part of a plot  Describe how a character changes throughout the story  Define resolution

6th Grade ELA Weekly Learning Targets L.6.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.* I Can:  Demonstrate proper usage of the eight parts of speech in writing and speaking  Use pronouns in the proper case  Use intensive pronouns  Correct inappropriate use of pronouns  Correct unclear pronouns  Find and correct mistakes in own and others’ writing and speaking L.6.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. I Can:  Use grade appropriate words and phrases  Find the meaning of unclear vocabulary words

6th Grade ELA Weekly Learning Targets SL.6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. I Can:  Participate in one-on-one discussions  Participate in group discussions  Participate in teacher-led discussions  Prepare for a discussion  Follow rules for discussions  Ask questions of my group members  Respond to questions posed by my group members  Summarize the group’s discussion  Understand others’ perspectives