1. 9/10-9/14

2. 1st Week Vocabulary 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
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

3. Week 2 Vocabulary Words 1st Block
Composure-n. Control over expression and action
Exponential-adj. Steadily increasing
Imposition-n. An unwelcome demand; a burden
Repository-n. A place designated for storage
Instantaneous-adj. Happening immediately
Reinstate-v. To bring back into existence or authority
Inconstant-adj. Not lasting; not steady
Synthesize-v. To combine;to blend
Parenthetical-adj. Explaining the main idea or topic
Hypothesis-n. An idea proposed as true; a theory

4. 2nd and 3rd Block Vocabulary
•Catharsis
–The release of pent-up emotions, for example through drama
•Caustic
–Able to burn or corrode organic tissue by chemical action; scathing; biting
•Cavalier
–Showing a lack of proper concern
•Censure
–To express strong disapproval of
•Circumscribe
–Restrict; limit; define logically, draw a line around

5. 2nd and 3rd Block Vocabulary
•Cacophony
–A harsh discordant mixture of sounds
•Cajole
–Persuade someone to do something by sustained coaxing or flattery
•Callous
–Insensitive and cruel
•Callow
–Inexperienced and immature
•Capricious
–Given to sudden and unaccountable changes of mood

6. 9/10
1. Bellringer
2. READ AR books/1st block (complete the Seesaw activity)
3. READ Shame and analyze the story using Notice and Note strategies
4. READ Eat My Fine Coat and analyze the story using Notice and Note strategies
5. DISCUSS inferences
6. ANALYZE political cartoons (what does each cartoon say about society and what society cares about?)
7. DISCUSS answers as a class
Bellringer: current grammar and grammar review
Students will read their AR books for 15 minutes. 1st block students will complete the Seesaw activity.
Students will complete a read of "Shame" and then they will use Notice and Note strategies to analyze the story.
Students will complete a gallery walk to see if there is anything they need to add to their responses and then will identify a conclusion based on what they noted.
Students will use notice and note strategies to read and mark "Eat My Fine Coat"individually. Early finishers will read their AR books.
The teacher will guide students in analyzing political cartoons by inferring based on what they can see in the cartoon.

7. Notice and Note Practice Passages Cooler Self-video
Who are You Today Maria?
Shame
Eat My Fine Coat

8. Notice and Note Passage Analysis Sheet Bookmarks
Notes on Notice and Note

10. guiding questions 1st cartoon
What is the author trying to say here?
What does this cartoon say about brick and mortar stores?
What does this cartoon say about online stores?
What change does the cartoon appear to be alluding to?

12. guiding questions 2nd cartoon
What do you think the author is trying to say here?
What does this cartoon say about technology?
What does this cartoon say about socialization?

14. guiding questions 3rd cartoon
What do you think the author is trying to say here?
What does this cartoon say ?
What does this cartoon seem to be saying about guns and violence?

15. 9/11 1. Bellringer 2. READ AR books
3. Thank You, Ma’am and ANALYZE the story to find what you see explicitly for character, setting, and society as well as what you notice and note
4. DISCUSS answers as a class.
5. ANALYZE the story to make inferences about the character, setting, and society
6. EXAMINE a murder mystery and infer to figure out what is going on and WRITE a response
7. WRITE tweets using vocabulary words
Bellringer: figurative language and spelling practice
Students will read their AR books for 15 minutes.
The teacher will guide students in reading and analyzing "Thank You, Ma'am. Students will find implicit and explicit evidence.
Students will write a response using evidence to solve a murder mystery.
Students will practice writing tweets using their vocabulary words and will share what they come up with.

16. Thank you, Ma'am Chart
What can you tell explicitly (what do they come right out and say) and what do you have to infer (tell implicitly)?
Characters
Setting
Society
Explicit
Implicit

17. Inferencing Practice
Clue

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

19. 9/12 1. Bellringer 2. READ AR books
3. ANSWER guiding questions while watching the clip
4. Discuss the Washington Monument using two guided questions
5. READ part of We Beat the Street and Determine what can be found explicitly and implicitly
6. Inferencing/Explicit Evidence stations
Bellringer: reference text, context clues, and analogy
Students will read their AR books for 15 minutes.
The teacher will guide students in analyzing a short video.
Students will answer guided questions on the video.
In groups students will read "We Beat the Street" and determine what can be found explicitly and implicitly.
Students will complete activities to at stations to review the inferencing and evidence finding skills they have been practicing.

20. guiding questions for video
What is the man’s profession?
How long has he been in his profession?
How does the man feel about the pigeon?
How does the man feel about animals in general?
What is the setting?
What do we know about the pigeon?

21. 10 minute research guiding questions
What is the significance of the Washington Monument?
What are the makers of the film indirectly saying about the government?

22. guiding questions: We Beat the Street
Who is the narrator?
What did the narrator overcome?
What does the narrator do now?
What does the narrator think is important?
What does the narrator hope the reader will learn?
What is seems to be the purpose of the text?
In what kind of neighborhood did the narrator grow up? How do you know this?

23. explicit and implicit evidence
We Beat the Streets

24. Evidence Vaguebook Inferencing Stations
What's Going on in this Picture?
Implicit and Explicit

25. Textual Evidence/Inference
Inferences
Inferences 2
Postsecret
Inferring with Pictures
Stations
Clue
Bus Story

26. 9/13 1. Bellringer 2. READ AR books 3. BEGIN I-Ready Diagnostic test
4. READ the Peerless Four and Color Code evidence and fill out a Notice and Note evidence sheet for the story
5 RECEIVE banned book Project
6. EXPLORE the Banned Book Hyperdoc
Bellringer: synonyms & antonyms and everyday edit
Students will read their AR books for 15 minutes.
Students will begin their I-Ready Diagnostic test.
Students will read the Peerless Four and use close reading to find evidence to support the answers to the questions.
Students will receive their banned book project and will explore a banned book hyperdoc to learn about banned books.

27. Finding Evidence Quiz
Excerpt From the Peerless Four-read the passage and color code the evidence for the questions.
Color coding Evidence

28. Notice and Note Passage Analysis Sheet Bookmarks
Notes on Notice and Note

29. Banned Books
Banned Book Hyperdoc
Banned Book Project

30. 9/14 1. Bellringer 2. READ AR books 3. REVIEW vocabulary words
4. COMPLETE vocabulary test and UPLOAD answers to Seesaw
5. Finish I-Ready diagnostic test
Bellringer: dealer's choice and word classification
Students will read their AR books for 15 minutes.
The teacher will guide students in reviewing their vocabulary words using a Kahoot.
Students will complete a vocabulary test.
Students will finish their I-Ready diagnostic test.

31. Review
1st Block Kahoot
2nd and 3rd Block Kahoot

32. Add to Seesaw Go to https://app.seesaw.me/#/login
Upload your bellringer 3
And today's quiz
Then finish your I-Ready or read your book if your I-Ready is complete