1. 9/4-9/7

2. 9/4 1. Bellringer 2. READ AR books 3. DEFINE vocabulary words
4. REVIEW Theme using the Theme-o method
5. DETERMINE the theme in the video from last week
6. DETERMINE the theme in the story "The Feather Pillow"
7. CONTINUE READING and ANALYZING "The Most Dangerous Game" and IDENTIFY a theme in "The Most Dangerous Game"
Bellringer: current grammar, grammar review, and spelling practice
Students will read their AR books for 15 minutes.
The teacher will guide students in defining their vocabulary words for the week. Students will create notecards for their vocabulary words.
The teacher will guide students in learning how to identify themes from a story.
Students will practice identifying themes in the video from last week and "The Feather Pillow".
The teacher will guide students in continuing to read and analyze "The Most Dangerous Game". Students will identify a theme in "The Most Dangerous Game".

3. Word Roots from Vocabulary Words
Pos, Pon-from Latin meaning to place; to put
Stan, Stat-from Latin meaning to stand; to stand something up
Thes, Thet-from Greek meaning placing; having been placed

4. 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

5. 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

6. 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

7. Idiom
A chip on your shoulder
Meaning: The person is holding a grudge

8. Words in another Language
in medias res-in the middle of things latin

9. To write with a broken pencil is pointless.
Pun
To write with a broken pencil is pointless.
If you have a broken pencil, then the pencil has no point on the end of it. Also writing with a broken pencil would not work and thus would be pointless.

10. Theme review
Theme Activity
Theme-o Sheet

11. Practice
Video for Practice
Story for Practice

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

13. 9/5 1. Bellringer 2. READ AR books
3. CREATE visual representations of vocabulary words
4. IDENTIFY evidence in the video that supports the theme and PRACTICE WRITING a response using a paragraph frame
5. IDENTIFY evidence in "The Feather Pillow" that supports the theme and PRACTICE WRITING a response as a group using paragraph frame
6. CONTINUE READING and ANALYZING "The Most Dangerous Game"
Bellringer: analogy, figurative language, and reference text
Students will read their AR books for 15 minutes.
Students will work with their groups to create visual representations of their vocabulary words.
The teacher will guide students in identifying evidence from last week's video to support the theme. Students will write a written response to support their argument.
Students will work with their group to use evidence from "The Feather Pillow" to identify a theme in the story. They will then write a written response to support their argument.
The teacher will guide students in finishing analyzing "The Most Dangerous Game"

14. Theme Evidence Frame
I can tell that the theme is ______________________. I know the theme is ________________ because _________________. _______________ also supports the fact that ________________ is the theme. We can see this when __________________. Furthermore, the theme is supported by ____________________________. Based on all of the aforementioned evidence is is obvious that the theme is ________________.

15. 9/6 1. Bellringer 2. READ AR books
3. WRITE sentences using vocabulary words
4. WRITE a paragraph stating a possible theme from "The Most Dangerous Game" supported by evidence from the text
5. use NOTICE and NOTE strategies to READ "Who Are you Today Maria?" together as a class
6. REVIEW Notice and Note strategies by IDENTIFYING the signposts in "Your Cooler Self"
7. READ and PRACTICE using Notice and Note strategies on "Shame"
Bellringer: prefix & suffix and everyday edit
Students will read their AR books for 15 minutes.
Students will work with their groups to write sentences using their vocabulary words.
Students will write a paragraph stating a possible theme from "The Most Dangerous Game" supported by evidence from the text.
The teacher will guide students in using Notice and Note strategies to read "Who Are you Today Maria?.
Practice using Notice and Note strategies more by examining the video "Your Cooler Self".
Students will work with their group to read "Shame" and examine the story with their group using Notice and Note strategies.

16. Implicit vs. Explicit Evidence
You have to infer to find implicit information
The author comes right out and says whatever it is

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

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

19. 9/7 1. Bellringer 2. READ AR books
3. SET up Seesaw account and COMPLETE the 1st Seesaw activity
4. REVIEW vocabulary words
5. COMPLETE a vocabulary quiz
6. UPLOAD work into Seesaw
7. PRACTICE using notice and note strategies with "Eat My Fine Coat"
Bellringer: vocabulary square, literary terminology, and idiom
Students will read their AR books
The teacher will guide students in setting up their Seesaw accounts and completing the 1st Seesaw activity.
Students will review their vocabulary words by completing a matching activity.
Students will complete a vocabulary quiz.
Students will upload their completed work onto Seesaw.
Students will work individually on using notice and note strategies to analyze "Eat My Fine Coat".

20. Vocabulary Review
Matching 1st Block
Matching 2nd and 3rd Block

21. How to Sign up for Seesaw
1. Click on the link
2. Click on Sign up. Click on I'm a Student.
3. Put in the code. 4.
1st Block: TDLH QNIA
2nd Block: PRRG KZYD
3rd Block: LCDQ YCFM

22. Sign up for Seesaw and Learn to use Seesaw
Use the Seesaw task cards below to become familiar with Seesaw.
Task Cards

23. What Assignments do I add to Seesaw?
Today's quiz
Your Bellringer #2
1. Go to
2. Click on login.
3. Click on the green plus sign to add items. Take photos of your assignments to submit for approval.
4. Add the assignments under the Weeks 1 and 2 Folder.