1. 8/27-8/31

2. 8/27-Homework: All About Me Sheet
1. IDENTIFY school rules and procedures in your planner from the student handbook
2. READ syllabus LEARN about classroom expectations
3. WRITE down vocabulary words to study on notecards
4. LEARN expectations for Bellringers and COMPLETE today's bellringer
5. COMPLETE a personality test and COMPARE results
6. DRAW how to make toast not using any words
7. COMPLETE exit ticket (3-2-1-)
Bellringer: current grammar and grammar review
Students will work with their group to find the answers to their group's questions on the student handbook. They will then put the answers on a sticky note and attach it to their chart paper. Groups will next do a gallery walk to collect the rest of the answers for their sheet.
The teacher will guide students in reading the syllabus together as a class and then will go over all class expectations.
The teacher will go over this week's vocabulary words and students will write down the words and definitions on their notecards. They will then hole punch the notecards and attach them to their bookring.
The teacher will go over procedures for bellringers and students will complete their bellringers for today. The teacher will then go over the answers for today's bellringers.
Students will complete a personality test and discuss their results and will work with people of the same personality type to draw how to make toast without using any words.
Students will complete a to show what they learned and what they still want to know.

3. Rules and Procedures Jigsaw Activity and Gallery Walk
1. Use your planner to find the answers to your group's two questions. Write the answers allow with the page number where you found the answer on your sticky notes and attach it to your group's large piece of paper.
2. Hang the paper on the wall once your group is complete.
3. Go to each of the pieces of paper and find the answers to put in the rest of the spaces on your answer sheet.
4. Make sure you put your name on your paper, sign it, and write the date.

4. Featured Roots for Vocabulary
Erg, urg-from the Greek ERGON meaning "work"
Vig-from the Latin VIGERE meaning to be lively; to be energetic
Ig, ag, act, eg-from the Latin Agere, Actum meaning to do; to drive; to act

5. 1st Week Vocabulary Surgical-adj. Very precise; clear and accurate
Energetic-adj. Active and lively
Vigorous-adj. Done with power, force, or energy
Invigorate-v. To fill with strength and energy
Allege-v. To put forth as true; to claim
Prodigal-adj. Wasteful of money or resources
Agitate-v. To publicly demand; to petition for; to move vigorously; to upset
Enact-v. To make legal or official
Reactionary-adj. Strongly opposed to change; conservative
Agile-adj. Able to move quickly and lightly

6. Phrase: Water under the bridge
Idiom of the week
Phrase: Water under the bridge
Meaning: It means that something is in the past and is over and done with.

7. Pun: I wondered why the baseball was getting bigger. Then it hit me.
Pun of the Week
Pun: I wondered why the baseball was getting bigger. Then it hit me.
Meaning: The baseball literally hit them. Also they figured out why the baseball was getting bigger.

8. Words in other languages
Phrase: hakuna matata
Meaning: Swahili for no worries

9. Rules and Procedures
Rules
Syllabus

10. All About Me
Homework
Due: 8/28

11. Personality Test
Fruit Personality Test

12. How to Make Toast Reflection
1. What did you find difficult about drawing how to make toast?
2. What kind of problems did you run into?
3. What was easy about creating the drawing?
4. Was the challenge easier or harder than you thought? Why or why not?
5. Would this activity have been easier if you could use words? Why or why not?

13. 8/28
1. Bellringer
2. CREATE vocabulary pictures or representations for word wall
3. COMPLETE the 1st writing baseline
4. ADD literary term notes to binders and REVIEW plot/conflict and setting
5. PRACTICE IDENTIFYING plot/conflict and setting in a short video as a class
6. PRACTICE IDENTIFYING plot/conflict and setting in a short story
6. COMPLETE 4 square anticipation activity
7. BEGIN reading and ANALYZING "The Most Dangerous Game" while filling out the story analysis chart
Objective to focus on: RL 8.2
Bellringer: analogy and figurative language
Students will complete their 1st writing baseline to access their writing skills.
Students will receive their literary notes to add to their binders.
Students will review the literary terms we will be focusing on this week by viewing a Flocabulary video and answering questions on the video.
The teacher will show a short video and students will practice identifying the plot/conflict and setting.
Students will read a two page story and practice identifying the plot/conflict and setting.
The teacher will guide students in a 4 square activity to introduce the story "The Most Dangerous Game".
The teacher will guide students in reading and analyzing "The Most Dangerous Game".

14. Topic 1
What is one of the funniest things that has ever happened to you or to someone else? Retell the event as completely as you can.

15. Literary Terms Notes Literary Terms to Study
Breakdown of how literary terms are connected

16. Plot
An in-depth Look at Plot
Plot Chart

17. Review of literary terms
Flocabulary review
Questions to focus on:
What is conflict? Provide an example.
What is setting? Provide an example.
What is theme?
What is plot?

18. Practice
Video for Practice
Story for Practice

19. Anticipation Guide
What are your thoughts?

20. The Most Dangerous Game
story
The Most Dangerous questions
Story Analysis Chart

21. 8/29
1. Bellringer
2. WRITE sentences for vocabulary words using the whiteboards
3. COMPLETE the 2nd writing baseline
4. REVIEW characterization
5. PRACTICE IDENTIFYING character traits in a short video as a class
6. PRACTICE IDENTIFYING character traits in a short story
7. CONTINUE READING and ANALYZING "The Most Dangerous Game"
8. CREATE a Funko Pop of a character in "The Most Dangerous Game" using character traits
Bellringer: spelling practice, reference text, and context clues
Students will practice using their vocabulary words by writing sentences on the whiteboards with their groups.
Students will complete their 2nd writing baseline to access their current writing ability.
The teacher will guide students in reviewing what characterization is.
The teacher will guide students in characterizing Ormie the pig in the video they viewed yesterday.
Students will work with their groups to practice characterizing a character from "The Feather Pillow".
The teacher will guide students in continuing to read and analyze "The Most Dangerous Game".
Students will create a funko pop of a character from "The Most Dangerous Game" using character traits derived from evidence from the story.

22. Topic 2
As a student familiar with this school, explain the procedure for (fire drills, forming a line, moving between classes, moving into learning groups, finding a sentence pattern, outlining a chapter, solving an equation) to a new student.

23. Characterization
Character Analysis Sheet
Funko Pop Template

24. 8/30
1. Bellringer
2. Media Center Orientation and book checkout from 9:00-9:20; 11:20-lunch; 1:35- 1:55
3. COMPLETE the 3rd writing baseline
4. CREATE tweets using vocabulary words
5. READ and ANALYZE "The Most Dangerous Game
Bellringer: synonyms & antonyms and everyday edit
The teacher will take students to the media center for media center orientation and book checkout at their assigned time.
Students will complete their third writing baseline to access their current writing abilities.
Students will write tweets with their groups using their vocabulary words.
The teacher will continue to guide students in reading and analyzing "The Most Dangerous Game".

25. Topic 3
Your principal has asked students to suggest a school rule that should be changed. Think of one rule that you would like to have changed. Write a letter convincing your principal to change this rule. Be sure to use convincing reasoning.

26. Twitter review of vocabulary words
Example: I got a one hundred on my quiz #infallible
Example: beginning band students #cacophony
link to twitter slips

27. 8/31 1. Bellringer 2. COMPLETE final writing baseline
3. REVIEW vocabulary words
4. COMPLETE a quiz on your vocabulary words
5. CREATE a summary of the video using the somebody wanted to strategy
6. CREATE a summary of the short story using the somebody wanted to strategy
7. CONTINUE READING and ANALYZING "The Most Dangerous Game" and CREATE a summary of the story thus far
Bellringer: dealer's choice and word classification
Students will complete their final writing baseline to access their current writing abilities.
Students will review vocabulary words by completing a Kahoot.
Students will complete a vocabulary quiz on their vocabulary words.
The teacher will guide students in creating a summary of the video.
Students will work with their groups to create a summary of the short story.
The teacher will guide students in continuing to read and analyze "The Most Dangerous Game" and will create summary of the story thus far.

28. Vocab Review
Kahoot

29. Topic 4
Think back on a text you have read in the past. Explain how the characters actions helped to guide the story.