ELD 1/2/3 Assignments

Class #44: Thursday, 3/12

All Levels:

1. DOL warm-up sheet
2. Announcement re: coronavirus
   • Ready for Mr. Afram to email assignments?
   • Know how to use your school email?
   • Review the school website: sphstigers.org

ELD 1/2/3:

1. Have students correct TFK for answers as well as grammar
2. Participate in classroom name survey
3. Start typing “My Name” essays

Homework:

• ELD 1/2/3: Vocab test tomorrow; we’ll discuss the OR book tomorrow

Class #43: Wednesday, 3/11—Late Start

**Students meet w/counselors**

1. Vocab bingo
2. Introduce essay prompt and rubric
3. Review samples
4. Work on name research form
5. Start typing!

Homework:

• Finish name research form for 3/12
• OR book due 3/12
• TFK due 3/12
• Vocab test on 3/13

Class #42: Tuesday, 3/10—Late Start

All Levels:

1. Announcement re: WASC visit
2. DOL

ELD 1/2/3:

1. Share Flipgrid responses w/class
2. Finish name research form on Chromebook
3. Start classroom name survey
4. Second half of class—go to CC1 for schedule pick-up
5. Work on TFK questions or read OR book

Homework:

• ELD 1/2/3: OR due 3/12; TFK due 3/12; vocab test on Fri.

Class #41: Monday, 3/9

1. Introduce Flipgrid (Topic: What did you do over the weekend? 30 seconds)
   • https://flipgrid.com/9f4fec20
2. Correct TFK m-c questions
3. Switch TFK questions w/classmates
4. Vocab warm-up #2
5. Read OR book

Homework:

• Flipgrid due Tues., 3/10 (flipgrid.com/afram2692) 
• Schedule due Tues., 3/10
• TFK due Thurs., 3/12
• OR book due 3/12
• Vocab test on Friday, 3/13

Class #40: Friday, 3/6

All Levels:

1. Practice ELPAC writing questions

• Go to elpac.org
• Click on “Practice and Training Tests”
• Click on “Student Practice Interface”
• Click “sign in”
• Select Gr. 12
• Start ELPAC writing test, gr. 11 & 12 (Question #6)

ELD 1/2/3:

1. “My Name” (pp. 10 & 11) discussion—w/sticks:
   • What does she think of her name? Why?
   • What is her name like?
   • What do you think of your name?
2. Start “My Name” research form—on Chromebooks
3. Give vocab list #2—start defining terms, if time permits

Homework:

• ELD 1/2/3: TFK—questions, answer key, and m-c part—due Monday; vocab list due Monday; bring OR book on Monday

Class #39: Thursday, 3/5

1. DOL
2. Administer vocab test
3. Read “Boys and Girls” on pp. 8 & 9
4. Discussion (w/sticks)
   • In the story, how are boys and girls different?
   • What does the speaker want more than anything?
   • What’s wrong with the Vargas kids?
   • Explain the picture of the red balloon on page 9.
5. Read “My Name” on pp. 10 & 11
6. Work on TFK for classmates

Homework:

• TFK—questions and m-c part—due Monday
• Schedule due 3/10
• OR book due 3/12

Class #38: Wednesday, 3/4

All Levels:

1. Practice ELPAC writing questions

• Go to elpac.org
• Click on “Practice and Training Tests”
• Click on “Student Practice Interface”
• Click “sign in”
• Select Gr. 12
• Start ELPAC writing test, gr. 11 & 12 (Question #4)

ELD 1/2/3:

1. Share dream house vs. reality house handout (w/2 stars and 1 wish on the back)
2. Start Ch. 2: pp. 6—7
3. Discussion:
   • How would you describe your hair?
   • What is the message of the chapter?
   • How would you describe the speaker of the book?
4. Give TFK M-C questions
5. Create 10, thoughtful TFK questions (w/answer key) of your own—these will be given to a classmate

Homework:

• ELD 1/2/3: Vocab test on Thurs.; schedules due 3/10; OR book due 3/12

Class #37: Tuesday, 3/3

1. Practice ELPAC writing questions
   • Go to elpac.org
   • Click on “Practice and Training Tests”
   • Click on “Student Practice Interface”
   • Click “sign in”
   • Select Gr. 12
   • Start ELPAC writing test, gr. 11 & 12 (Questions #2 & #3)
2. Vocab #1 warm-up
3. Work on dream house vs. reality house activity

Homework:

• House comparison due Wed., 3/4
• Vocab test on Thurs., 3/5
• Schedule due 3/10
• OR book due 3/12

Class #36: Friday, 2/28—Tiger Spirit Assembly

All Levels:

1. Picture pass-around: Select a picture, and write 2 sentences about it; then, pass the story to someone else. That person will write 2 sentences.  Finally, pass it to one more person, and that person will write 2 sentences to end the story.
2. Share on the floor
3. Give ELPAC parent letter

ELD 1/2/3:

1. Receive Mango Street vocab list #1
2. Mango Street drawing: dream house vs. actual house

Homework:

• ELD 1/2/3: Define vocab words for Tues.; OR book due 3/12; schedules due 3/10

Class #35: Thursday, 2/27

1. DOL
2. Grammar: p. 411, ex. 4
3. Library: Check-out Mango Street
4. Discussion (w/sticks):
   • How would you describe your house?
   • What do you like about your house?
   • What do you dislike?
   • What’s the most important feature/quality in a house?
5. Read “The House on Mango Street” on pp. 3—5
6. Start T-chart of house: dream house vs. actual house

Homework:

• OR book due 3/12
• Schedules due 3/10

Class #34: Wednesday, 2/26—Late Start

All Levels:

1. Practice ELPAC reading questions

• Go to elpac.org
• Click on “Practice and Training Tests”
• Click on “Student Practice Interface”
• Click “sign in”
• Select Gr. 12
• Start ELPAC reading test, gr. 9 & 10 (Questions #8—#15)

ELD 1/2/3:

1. Go over “Pale Mare” questions
2. “Enabling” mixer

Homework:

• ELD 1/2/3: OR book due 3/12

Class #33: Tuesday, 2/25—Late Start

1. Go over TFK answers
2. Practice ELPAC reading questions
   • Go to elpac.org
   • Click on “Practice and Training Tests”
   • Click on “Student Practice Interface”
   • Click “sign in”
   • Select Gr. 10
   • Start ELPAC reading test, gr. 9 & 10 (Questions #2—#7)
3. Finish “Pale Mare” questions
4. Finish enable story: p. 279 

Homework:

• Print “Pale Mare” questions for Wed.
• Read OR book—due 3/12

Class #32: Monday, 2/24

All Levels:

1. DOL

ELD 1/2/3:

2. Grammar exercise: p. 409, ex. 2 and p. 418, ex. 8
3. Start article on enabling: pp. 274—278
   • Has anyone ever enabled you? Has anyone ever enabled you?
   • Why is enabling wrong?
   • Why do you think it’s so tempting to enable people?
4. Continue typing answers to “Pale Mare” questions

Homework:

• ELD 1/2/3: TFK due Tuesday; “Pale Mare” questions due Wed.; OR due 3/12

Class #31: Friday, 2/21

1. DOL
2. Grammar: p. 408, ex. 1 and p. 407, Skill Check A
3. OR time

Homework:

• TFK due Tues.
• OR reading due 3/12

Class #30: Thursday, 2/20

All Levels:

1. Picture warm-up: Select 1 image, write a 5-sentence story, and prepare to share

ELD 1/2/3:

1. Collect food research paragraphs (& staple research sheet behind it)
2. Grammar book (pronouns): p. 396, ex. 5 & p. 398, ex. 8
3. Start typing answers to “Pale Mare” questions (see handout) 

Homework:

• ELD 1/2/3: Bring OR book to class tomorrow (Friday); TFK due Tuesday

Class #29: Wednesday, 2/19

1. DOL
2. Administer “Pale Mare” quiz
3. Schedule check w/Ms. Sacco
4. Start TFK—first article
5. Grammar exercise: p. 369, Skill Check B; p. 391 (review), Skill Checks B & C (diagnostic)
6. Chromebooks: Finish paragraph, if needed

Homework:

• Complete schedule, if needed
• Final draft of paragraph due Thurs.
• Bring OR book to read on Friday—reading day
• TFK due Monday

Class #28: Tuesday, 2/18

All Levels:

1. Read, annotate, and discuss article on Presidents’ Day
2. Show video: https://www.youtube.com/watch?v=63LH7pnUEzQ&index=20&list=PLy0tlTsQLyeMhNI_K3qZGo8Hnrl8jd3_J

ELD 1/2/3:

1. Project 2 paragraphs via the projector
   • Evaluate paragraphs:
     • What did the writer do well?
     • How could the writer improve?
     • How does this compare to yours?
2. Continue w/”Pale Mare” from pp. 235—end

Homework:

• ELD 1/2/3: Finish “Pale Mare” for Wed.; quiz on Wed.; OR book due 3/12

Class #27: Thursday, 2/13—Talent Show Assembly

1. Picture warm-up—write a short, 5-sentence story about the picture
2. Go over TFK answers
3. Chromebooks: Continue working on paragraph (What’s wrong with the American diet?)
4. Consult w/Mr. Afram one-on-one

Homework:

• Finish typing paragraph for Tuesday
• Bring copy of time management planner and 4-year plan for Tuesday
• Read OR book

Class #26: Wednesday, 2/12—Late Start

All Levels:

1. Grammar Warm-up 

ELD 1/2/3:

1. Food research form whip-around
2. Topic: What’s wrong with the American diet?
3. Make T-chart with a reason on 1 side and a fact on the other
4. As a class, create several topic sentences
5. Start typing a paragraph
   • Strong TS
   • 2 examples
   • Explanation after each example

Homework:

• ELD 1/2/3: TFK due Thurs.; OR book due Thurs., 3/12

Class #25: Tuesday, 2/11—Late Start

1. DOL
2. Check OR books 
3. Return work, with grade print-outs
4. Go over food research form: Q1 and Q2
5. “Pale Mare” whip-around
6. Continue w/”Pale Mare” from pp. 232—234

Homework:

• Finish Q3 by Wed., 2/12
• TFK due Thurs., 2/13
• Read OR book by Thurs., 3/12

Class #24: Monday, 2/10

All Levels:

1. Comma warm-up 

ELD 1/2/3:

1. Discussion (w/sticks):
   • Why is it hard to do the right thing?
   • Would you do the right thing, even if it made someone upset?
   • Do you believe in animal protections/animal rights?
2. Start “The Pale Mare” from pp. 224—231
3. Continue working on food research form
4. Work on TFK, if time permits

Homework:

• ELD 1/2/3: Bring OR book to class by Tues., 2/11; read OR book by Thurs., 3/12; Q#2 due Tues.; and TFK due Thurs., 2/13

Class #23: Friday, 2/7

1. Spelling bee (“I Go Along”)
2. Collect (and share) “Family Meals” paragraphs
3. Chromebooks: Continue research

Homework:

• Finish Q#1 of research form for Mon.
• Bring OR book to class by Tues., 2/11
• Read OR book by Thurs., 3/12

Class #22: Thursday, 2/6

All Levels:

1. Spelling bee (“Power of the Powerless”)—ELD 1/2/3 vs. ELD 4

ELD 1/2/3:                                                                           

1. Chromebooks: Work on “Do Family Meals Matter?” paragraph (and meet one-on-one)
2. “Family Meals” online research (see handout)

Homework:

• ELD 1/2/3: Print copy of paragraph for tomorrow, Fri.; bring OR book to class by Tues., 2/11

Class #21: Wednesday, 2/5

1. Introduce second semester OR
   • Pick book by Tues., 2/11
   • Read by Thurs., 3/12
2. Grammar exercise (verb tenses): p. 380, ex. 8 and p. 382, ex. 12
3. Work on “Family Meals” mixer
4. Continue working on persuasion paragraph

Homework:

• Pick OR book by Tues., 2/11; read OR book by Thurs., 3/12

Class #20: Tuesday, 2/4 (Fire Drill)

All Levels:

1. DOL
2. Collect 2 warm-ups (evaluate w/2 stars and 1 wish); share best at the podium?

ELD 1/2/3:

1. Continue reading: pp. 119—end
2. 2 more quotes for T-chart (Do/Don’t family meals matter?)
3. Chromebooks: Start typing paragraph response. Each paragraph should have the following:
   • Topic sentence that answers the prompt
   • Two quotes from the story
   • Explanation after each quote
   • Length: 7—10 sentences

Homework:

• ELD 1/2/3: No HW

Class #18: Friday, 1/31 

All Levels:

1. DOL

ELD 1/2/3:

1. Go over TFK
2. Start “Do Family Meals Matter?” on pp. 116—119
3. Start T-chart in notebook (Reason on one side; CD on the other)

Homework:

• ELD 1/2/3: Vocab test on Monday; 2 typed warm-ups due Tuesday

Class #17: Thursday, 1/30—Metro Assembly

1. Counselor presentation (CC1)
2. Collect 3 DJs
3. Go over new vocab
4. Vocab bingo

Homework:

• TFK due Friday
• Vocab test on Monday
• 2 typed warm-ups on Tuesday

Class #16: Wednesday, 1/29—Late Start

All Levels:

1. Soft start warm-up (PPT on Lunar New Year)

ELD 1/2/3:

1. “Jump Away” whip-around—2x’s
2. “Jump Away” chalkboard splash:
   • Why do you think the bullies called Fenny and his friends “girls”?
   • Why does Fenny jump?
   • What would you have done in Fenny’s situation?
   • What does Fenny realize about Mike at the end of the story?
3. Chromebooks: Work on DJs or former warm-ups

Homework:

• ELD 1/2/3: 3 typed DJs due Thurs.; TFK due Friday; vocab test on Monday; 2 typed warm-ups due Tues.

Class #15: Tuesday, 1/28—Late Start 

1. DOL warm-up
2. Continue revising former warm-ups
3. Read and discuss first TFK article (Harry and Meghan)
4. Start typing 2 more DJs for “Jump Away”

Homework:

• TFK due Friday
• 3 typed (and printed) DJs due Thurs.
• Vocab test on Monday

Class #14: Monday, 1/27

All Levels:

1. Chromebooks: Everyone selects 2 warm-ups from the year and starts revising them on the Chromebooks

ELD 1/2/3:

2. Vocab warm-up
3. Grammar exercise (in 2s): p. 376, ex. 4; p. 382, ex. 12
4. Finish reading “Jump Away”: pp. 362—364
5. Give new TFK questions

Homework:

• ELD 1/2/3: TFK due Friday; vocab test on Mon.

Class #13: Friday, 1/24

1. DOL practice quiz (in 2s)
2. Go over TFK questions
3. Discussion (w/sticks):
   • What does the phrase “peer pressure” mean?
   • Have you ever felt peer pressure? When?
   • Do you think there’s a lot of peer pressure at SPHS?
4. Continue reading ”Jump Away”: pp. 360—361
5. Meet one-on-one to discuss DJs

Homework:

• Define new vocab words for Mon.

Class #12: Thursday, 1/23

All Levels:

1. Picture warm-up: In 2s, select an image, and write a 3-sentence story (not description), of what’s occurring. Next time: Type and edit your two favorite warm-ups (for a grade) 

ELD 1/2/3:

1. Collect “Only Daughter” reading guide
2. Grammar book: p. 285, ex. 6 & 7
3. Start reading “Jump Away” on pp. 358—359
4. Start typing 1 dialectical journal—see handout

Homework:

• ELD 1/2/3: TFK due Fri.

Class #11: Wednesday, 1/22

1. DOL
2. Go over Novio Boy questions (collected from Fri.)
3. Finish section 2 of “Only Daughter” reading guide (in 2s); later, share 1 vocab sentence on the board
4. Read, discuss, and complete 1st article of Time for Kids

Homework:

• TFK due Fri.
• Reading guide due Thurs.

Class #10: Tuesday, 1/21

All Levels:

1. Soft-start MLK, Jr. warm-up (on PPT) 

ELD 1/2/3:

1. Grammar warm-up (compound subject and compound verb): p. 282, ex. 3 & 4
2. “Only Daughter” reading quiz
3. Work on “Only Daughter” reading guide—section 2 w/one
4. Give TFK—start, if time permits

 Homework:

• ELD 1/2/3: TFK due Thurs.

Class #9: Friday, 1/17—Assembly schedule

• Read article on MLK, Jr. (vocab: civil rights, boycott, segregation, arrested, and Supreme Court)
• Watch video on MLK, Jr.: https://www.youtube.com/watch?v=pG8X0vOvi7Q
• Discussion (w/pairs and then w/sticks):
  • What did you learn about MLK?
  • Why is MLK important?
  • Do we have equality in the US today? Why or why not?
• Go over TFK (and collect Novio Boy questions—we’ll go over them Wed.)
• Continue w/”Only Daughter” on p. 140

Homework:

• Finish reading “Only Daughter” for Tues.; quiz on Tues.

Class #8: Thursday, Thursday, 1/16

All Levels:

1. Picture warm-up: Select an image, write a 3-sentence story, and share with the class (in circle)

ELD 1/2/3:

1. Return work
2. Start reading “Only Daughter” from pp. 136—139
3. Start reading guide (section #1) for “Only Daughter” in 2s
4. Continue typing answers to questions on p. 540: 1 & 2 and p. 545: 2 & 3 (200 words total)

Homework:

• ELD 1/2/3: Finish Novio Boy questions—print a copy for Fri.; TFK due Fri.

Class #7: Wednesday, 1/15

1. DOL
2. Finish Say-Mean-Matter (w/2 different partners)
3. Plan and perform scene re-enactment
4. Continue typing answers to questions on p. 540: 1 & 2 and p. 545: 2 & 3 (200 words total)

Homework:

• TFK due Fri.

Class #5: Monday, 1/13

1. DOL
2. Vocab bingo
3. Go over second Say-Mean-Matter on doc camera
4. Continue w/Novio Boy: pp. 554—557
   • Rudy
   • Patricia
   • Waiter
   • Old Man
   • Estela
   • Rudy’s mother
   • Juan

Homework:

• Vocab test on Tues., 1/14
• TFK due Fri.

Class #4: Friday, 1/10

All Levels:

1. New seats
2. PPT poetry warm-up: “Those Winter Sundays”

ELD 1/2/3:

1. Go over TFK answers
2. Complete second row of Say-Mean-Matter (in 2s); provide more detail and explanation this time
3. Review vocabulary, if time permits

Homework:

• ELD 1/2/3: Vocab test on Tuesday

Class #3: Thursday, 1/9

1. PPT warm-up: “Oranges”
2. Debrief first Say-Mean-Matter on doc camera
3. Finish Part I of Novio Boy: pp. 536—539; review character list on p. 529
   • Juan
   • Rudy
   • Patricia
   • Alex
   • Old Man

Homework:

• TFK due Fri.
• Vocab test on Tues.

Class #2: Wednesday, 1/8—Late Start

All Levels:

1. DOL

ELD 1/2/3:

1. Vocab warm-up #1
2. Start Say-Mean-Matter; work in 2s on 1 quadrant

Homework:

• ELD 1/2/3: Study vocab; TFK due Fri.

Class #79: Tuesday, 12/17—Winter Assembly

All Levels:

1. DOL
2. Gift exchange, if participating

ELD 1/2/3:

1. Finish debriefing reading guide
2. “Open Window” acting rubric
3. Start Socratic Seminar on “Open Window”

Homework:

• ELD 1/2/3: bring final exam prep sheet to class on Wed.

Class #78: Monday, 12/16

1. Practice final exam question (“Get That Summer Job”)
2. “Open Window” whip-around
3. Go over reading guide
4. Start scene re-enactment

Homework:

• Work on final exam prep sheet
• Next time: Socratic Seminar

Class #77: Friday, 12/13

All Levels:

1. Christmas knowledge whip-around—2x’s
2. Show Christmas story clip: https://www.youtube.com/watch?v=O9VyT9sY_Dc
3. Take practice Christmas quiz
4. Gift exchange for Tuesday?

ELD 1/2/3:

1. Return work
2. Grammar (prepositions): p. 271, ex. 5 & 6
3. Continue reading ”Open Window” on p. 57
4. Complete reading guide for pp. 56—57
5. Continue reading pp. 58—59; then work on reading guide

Homework:

• ELD 1/2/3: Work on prep sheet for final exam

Class #76: Thursday, 12/12

1. Soft-start PPT warm-up on Christmas
2. Return essays (w/sample)
   • What did the writer do well?
   • How could the writer improve?
   • What will you do on the final exam?
3. Go over TFK answers
4. Discussion (w/sticks):
   • Are you honest?
   • Are kids mostly honest?
   • Why don’t people tell the truth?
5. Start “The Open Window” on p. 54

Homework:

• Work on final exam prep sheet

Class #75: Wednesday, 12/11—Late Start

All Levels:

1. Chromebooks: Google Form survey: https://bit.ly/2RySMp1
2. Read, highlight and discuss article on Christmas background

ELD 1/2/3:

1. Grammar (prepositions): finish p. 267, ex. 1 and complete p. 268, ex. 2
2. Work on TFK

Homework:

• ELD 1/2/3: Finish TFK for Thurs.; prepare for final exam

Class #74: Tuesday, 12/10—Late Start

1. ELPAC warm-up (“Honeybees”)
2. Go over “Fear” questions
3. Grammar (prepositions): p 266; start p. 267, ex. 1

Homework:

• TFK due Thurs.

Class #73: Monday, 12/9

All Levels:

1. Weekend sharing
2. ELPAC practice test (Marie Curie)

ELD 1/2/3:

1. Start on new TFK
2. Adverb exercise: p. 259, ex. 20
3. Start typing answers to focus questions: p. 389: #1—#4 (200 words total)

Homework:

• ELD 1/2/3: Finish typing questions for Tues.; TFK due Thurs.

Class #72: Friday, 12/6

1. DOL
2. Explain final exams
   • Go over schedule
   • Give P1 final exam short answer questions
   • Note: P2 will be a sample ELPAC test
3. Start adverb handout (pp. 70 & 72)
4. Start going over “Fear” reading guide
5. Scene re-enactment (w/rubric)
6. Start work on focus questions: p. 389: #1—#4 (200 words)

Homework:

• Start working on P1 notes for final

Class #71: Thursday, 12/5

Al Levels:

1. Read and annotate Hanukkah article
2. View and discuss Hanukkah video: https://www.youtube.com/watch?v=P8WcSAADpDI

ELD 1/2/3:

1. Collect essay: final draft, rubric, rough draft, outline, and peer edit
2. Continue w/”Fear” on p. 385
3. Finish reading guide

Homework:

• ELD 1/2/3: No HW

Class #69: Tuesday, 12/3

All Levels:

• PPT winter warm-up

ELD 1/2/3:

1. Peer edit rough draft (w/handout) in 2s
2. Chromebooks: start making corrections

Homework:

• ELD 1/2/3: Final draft due on Thurs.; bring rough draft, peer edit, and outline

Class #67: Friday, 11/22

All Levels:

1. Picture warm-up: Select a picture, write a 3-sentence story, and share 1 sentence on the board

ELD 1/2/3:

1. Go over conclusion—review outline and sample essay
2. Chromebooks—start typing conclusion

Homework:

• ELD 1/2/3: No HW—we’ll work on the essay when you return

Class #66: Thursday, 11/21

1. Give grade print-outs
2. Journal entry: What have you been learning in ELD? What have you learned?  How would you like to grow?  What do your grades show?
3. Go over TFK
4. Work on adjective handout—in 2s
5. Chromebooks: Continue typing essay
6. Writing conversations—meet with Mr. Afram for essay feedback

Homework:

• Continue typing rough draft

Class #65: Wednesday, 11/20—Late Start

All Levels:

1. DOL

ELD 1/2/3:

2. Project intro paragraph on screen—conduct 2 stars and 1 wish
3. Start typing first body paragraph
4. Last 15 minutes—work on TFK

Homework:

• ELD 1/2/3: Finish TFK for Thurs.

Class #64: Tuesday, 11/19/19—Late Start

1. Soft start PPT warm-up: images of Thanksgiving
2. Correct yesterday’s TFK
3. Review sample essay
4. Continue typing rough draft 

Homework:

• TFK due Thursday
• Typed intro paragraph due Wednesday

Class #63: Monday, 11/18

All Levels:

1. Read and highlight Thanksgiving article (double-sided)
2. Show Thanksgiving video: https://www.youtube.com/watch?v=lslqtUMwDxA
3. Discussion:
   • What did you learn?
   • What will you do for Thanksgiving?

ELD 1/2/3:

1. Collect TFK—we’ll go over answers next time
2. Give new TFK
3. Evaluation outlines (use half sheet eval forms)
4. Read and discuss second sample essay:
   • What did the writer do well?
   • How can the writer improve?
   • What will you do when you write?
5. Chromebooks: Start typing rough draft

Homework:

• ELD 1/2/3: TFK due Thurs.

Class #62: Friday, 11/15

1. Picture warm-up: Select a picture & write a 3-sentence story
2. Review 1st page of sample essay
3. Review outline of intro paragraph on document camera
4. Start outlining 1st body paragraph
5. Work on TFK

Homework:

• Finish 2nd body paragraph for Monday
• Finish TFK for Monday

Class #61: Wednesday, 11/13

1. Adjective warm-up: #5, #6, and #7 on p. 41
2. Give new TFK
3. Give OR presentations
4. Introduce OR essay (lessons from OR book)—see handout
5. Start lesson brainstorm (tree map)

Homework:

• TFK due Monday

Class #60: Tuesday, 11/12

All Levels:

1. DOL

ELD 1/2/3:

1. Go over TFK answers (and collect handout)
2. Grammar handout (pp. 41 & 46)
   • Complete p. 46
   • Do #2, #3, and #4 on p. 41
3. Present 1 slide of OR presentation w/partner; partner gives feedback
4. Finish presentation work

Homework:

• ELD 1/2/3: OR presentation on Wednesday

Class #59: Thursday, 11/7

1. Vocabulary review game (“Powerless”)
2. Grammar practice (adjectives): p. 254, ex. 9 & 10
3. Reviewing public speaking and formatting tips
4. Work on OR presentation—meet w/Afram one-on-one

Homework:

• TFK due Tues.
• OR presentation due Wed.

Class #58: Wednesday, 11/6—Late Start

All Levels:

1. DOL quiz—graded

ELD 1/2/3:

1. Collect poems
2. Grammar exercise (adjectives) on p. 248 (lesson): p. 247—A & p. 257, ex. 11
3. Work on OR presentation

Homework:

• ELD 1/2/3: TFK due Tues., 11/12; OR presentation due Tues., 11/12

Class #40: Tuesday, 11/5--Late Start 

1. Picture warm-up: Select a picture, write a 3-sentence story, and write your favorite sentence on the board.
2. Give new Time for Kids—read “Mission Achieved” and “Discovery in Egypt” and answer Questions #1—#4
3. Share poems on Chromebooks: Share poems with partner, and have partner write 2 stars and 1 wish on the poem
4. Work on OR presentation on Chromebooks

Homework:

• Printed poems due Wed., 11/6
• DOL quiz on Wed., 11/6
• Time for Kids due Tuesday, 11/12
• OR presentation due Tues., 11/12

Class #39: Monday, 11/4

All Levels:

1. Weekend sharing
2. DOL practice assignment—first side in 2s; change partners for the second side

ELD 1/2/3:

1. Chromebooks: Start revising your 2 favorite poems for a grade—meet with Mr. Afram for feedback
2. Work on OR reading presentation

Homework:

• ELD 1/2/3: Type rough draft of favorite poems for Tues.—final draft due Wed.; OR presentation due Tues., 11/12; DOL quiz on Wed.

Class #55: Friday, 11/1—Homecoming Picnic

1. Soft start PPT warm-up
2. Go over TFK questions
3. Work on OR reading presentation

Homework:

• Google Slides presentation due Tuesday, 11/12

Class #54: Thursday, 10/31

All levels:

1. Read, annotate, and discuss Halloween article
2. Watch and discuss Halloween overview: https://www.youtube.com/watch?v=tBusTdK1kp4

ELD 1/2/3:

1. Return Q1 assignments
2. Finish writing similarities & differences paragraph
3. Paragraph debrief—first with partners (2 stars & 1 wish) and then 1 sample on document camera
4. Start OR Google Slides PPT—see handout

Homework:

• ELD 1/2/3: TFK due Fri.

Class #53: Wednesday, 10/30

1. Soft start poetry PPT (Sara Teasdale’s “The Kiss”)
2. Poetry mixer: “Bee! I’m Expecting You!” and “The Kiss”
3. Double bubble thinking map (w/handout on transition words)
4. Paragraph prompt: Explain the similarities and differences between “Bee!” and “The Kiss.” (7—10 sentences)

Homework:

• OR book due Thursday, 10/31
• Time for Kids due Fri., 11/1

Class #52: Tuesday, 10/29

All Levels:

1. DOL

ELD 1/2/3:

1. Collect Say-Mean-Matter entries
2. Soft start PPT: haiku
3. Practice “Violence” quiz (in 2s)
4. Work on TFK, if time permits

Homework:

• ELD 1/2/3: OR book due Thurs.; TFK due Fri.

Class #50: Friday, 10/25

All Levels:

1. DOL practice quiz—in 2s

ELD 1/2/3:

1. Give vocab test
2. Work on Teens on Target questions on Chromebooks
3. Share first Say-Mean-Matter w/partner—2 stars and 1 wish
4. Co-write 1 Say-Mean-Matter entry with partner

Homework:

• ELD 1/2/3: Finish Teens on Target questions for Mon.; OR book due 10/31

Class #49: Thursday, 10/24

1. DOL
2. Go over TFK questions
3. Vocab charades
4. Start Say, Mean, Matter activity—model one CD together and then work on one independently

Homework:

• Vocab test on Fri.
• OR book due 10/31

Class #48: Wednesday, 10/23—Late Start

All Levels:

1. Picture warm-up (solo)—select a picture, write a 3-sentence story—share in circle

ELD 1/2/3:

1. Finish “Violence Hits Home” on p. 394—end (popcorn reading style)
2. Chromebooks: Start researching answers to Teens on Target questions

Homework:

• ELD 1/2/3: TFK due Thurs.; vocab test due Fri.; OR book due 10/31

Class #46: Monday, 10/21

All Levels:

1. DOL

ELD 1/2/3:

1. Give vocab list and discuss new words
   • Write 3 sentences for three of the words you already know; share them
2. Review and discuss Friday’s mixer
3. Start “Violence Hits Home” from pp. 391—393
4. Start work on grammar handout (pp. 62 & 65)
5. Give new TFK

Homework:

• ELD 1/2/3: Define vocab for Tues., 10/22; TFK due Thurs.; OR book due 10/31

Class #45: Friday, 10/18 

1. Grammar handout (helping verbs): pp. 59 & 60 (in 2s)
2. Go over TFK
3. Go over “Karate” questions
4. Complete “Violence Hits Home” mixer

Homework:

• No HW!

Class #44: Thursday, 10/17—Great Shakeout

All Levels:

1. PPT soft start warm-up (earthquakes)—w/music

ELD 1/2/3:

1. Grammar (helping verb phrases): p. 244, ex. 18
2. Work on “Karate” questions (p. 418: 2 & 3 and p. 419: 1 & 2) or TFK

Homework:

• ELD 1/2/3: TFK due Fri.; “Karate” questions due Fri.; OR book due 10/31

Class #43: Wednesday, 10/16

1. PPT soft-start warm-up
2. Show YouTube video: https://www.youtube.com/watch?v=aEjGQB9BKWA
3. Discussion:
   • What did you like best? Why?
   • What did you learn?
   • How did the video relate to the story?
4. Review double-bubble map of “Abuela” and “Karate”
5. Show sample paragraph and signal words re: planets (from Thinking Maps)
6. Journal entry: What are the similarities and differences between “Abuela” and “Karate”? Write a 5—7 sentence paragraph in your journal to explain.
7. Start typing answers to “Karate” questions on Chromebook—p. 418: 2 & 3 and p. 419: 1 & 2 (~200 words total)

Homework:

• OR book due 10/31
• TFK due Fri.
• “Karate” questions due Fri.—time will be given in class on Thursday

Class #42: Tuesday, 10/15

All Levels:

1. Complete DOL quiz (for practice)—split the sides; one partner for one side and another partner for the other

ELD 1/2/3:

1. Grammar (helping verbs): p. 245, ex. 21 & 22
2. Discussion (w/sticks):
   • Describe when someone was rude to you. What did that person do?
   • How did you respond to that person?
   • Is there anything that can be done about rude people?
3. Read “Karate” on p. 414 (read popcorn-style)
4. Create double-bubble map—similarities and differences between “Abuela” and “Karate”

Homework:

• ELD 1/2/3: TFK due Friday

Class #40: Friday, 10/11—Color Day

All Levels:

1. Picture warm-up: Select a picture, write 3 sentences, and put the best picture on the whiteboard

ELD 1/2/3

1. Go over “Abuela” questions—p. 413: #2, #3, and #4
2. “Abuela” acting rubric—perform the story!
3. Double bubble thinking map: Abuela & Connie (first in 2s, then as a class)

Homework:

• ELD 1/2/3: Road to Reclassification form (w/parent signature) due Mon.; “Abuela” quiz on Mon.

Class #39: Thursday, 10/10

1. Give anti-bullying speeches (w/admin guests)
2. Work on Road to Reclassification form
3. Grammar: explain helping verbs on p. 242; complete p. 243, ex. 17
4. Continue working on “Abuela” questions—p. 413: #2, #3, and #4

Homework:

• Printed copy of “Abuela” questions due Fri.
• Road to Reclassification form (w/parent signature) due Mon.
• Continue reading OR book

Class #38: Wednesday, 10/9—Late Start

All Levels:

1. DOL

ELD 1/2/3:

1. Chromebooks: revise speeches
2. Continue answering “Abuela” questions—p. 413: #2, #3, and #4

Homework:

• ELD 1/2/3: Finish speech; bring finished paper copy to class on Thurs.; continue w/OR book

Class #37: Tuesday, 10/8—Late Start

1. 60 seconds & weekend sharing
2. “Abuela” whip-around
3. Finish & discuss “Abuela” on p. 410
4. Review speech rubric and public speaking tips
5. Present speeches w/Ms. Sacco
6. Answer questions #2, #3, and #4 on p. 413; type 150 words, or 50 words per question

Homework:

• Work on speech; Ms. Anderson & Mr. Speck come to class on Thursday
• Continue reading OR book

Class #36: Friday, 10/4

All Levels:

1. 60 seconds
2. Reminder: No school on Monday
3. DOL

ELD 1/2/3:

1. Share speeches w/2 classmates—give 2 stars & 1 wish
2. Project 1 speech on doc camera and conduct a whole-class evaluation
3. Continue w/”Abuela”: pp. 408—409 
4. Chromebooks: Revise speeches

Homework:

• ELD 1/2/3: Revise speech and practice reading aloud; practice presentations on Tues. (w/Ms. Sacco & Mr. Afram)

Class #34: Wednesday, 10/2

All Levels:

1. Grammar warm-up handout (verbs): pp. 54—55; work on p. 54 w/one classmate and on p. 55 w/another

ELD 1/2/3:

1. Collect “Showdown” HW questions
2. Give “Showdown” quiz
3. Complete bullying speech graphic organizer
4. Start typing speech on Chromebooks

Homework:

• ELD 1/2/3: No HW!

Class #33: Tuesday, 10/1

1. Give vocab test
2. DOL
3. Introduce “Showdown” acting rubric and start working on performances
4. Work on “Showdown” questions on p. 372: #1, #2, and Reading Strategy

Homework:

• “Showdown” quiz on Wed.
• “Showdown” questions due Wed.
• Continue w/OR book

Class #32: Monday, 9/30

All Levels:

1. Weekend sharing—the other person shares for you (forbidden topics: sleep & HW)
2. Picture warm-up: Select a picture, write a 3-sentence story, and put your favorite sentence on the board (w/music & Afram participates, too)

ELD 1/2/3:

1. Discussion questions (w/sticks):
   • What’s a showdown? What does the title of the story mean?
   • What’s a lesson in the story?
   • Do you agree with what Laila Ali did? Why or why not?
2. Introduce public speaking topic: Why is bullying bad and what can be done to stop it? (share rubric)
3. Go over public speaking tips (handout)
4. Work on questions on p. 372: questions #1, #2, and Reading Strategy

Homework:

• ELD 1/2/3: Vocab test on Tuesday; quiz on “Little Eva” on Wed.; reading questions due Wed.

Class #31: Friday, 9/27—Summer Reading Assembly  

1. PPT picture warm-up
2. Share timelines w/classmates—2 stars and 1 wish
3. Show bullying video: YouTube video: https://www.youtube.com/watch?v=ynTuA_tlZDE
4. Discussion:
   • What’s the message of the video?
   • What did you learn from the video?
   • What can be done about bullying?
5. Finish ”Showdown with Big Eva” on pp. 370—372
6. Chromebooks: Type answers to questions 1, 2, and Reading Strategy on p. 372 (~150 words)

Homework:

• Review vocabulary—test on Tues.
• Quiz on “Little Eva” on Wed.

Class #30: Thursday, 9/26

All Levels:

1. Administer DOL quiz

ELD 1/2/3:

1. Grammar (verbs):
   • 234, ex. #1 (as a class)
   • 237, ex. #3 (w/partner)
2. Discussion (w/sticks):
   1. In your own words, describe what a bully does.
   2. Have you seen bullying in your home country or in the US?
   3. Can we stop bullying? Why or why not?
3. Start “Showdown w/Big Eva” on pp. 367—369
4. Work on timeline

Homework:

• ELD 1/2/3: Finish timeline for Friday; vocab test coming soon; OR book due 10/31

Class #28: Tuesday, 9/24

All Levels:

1. Picture warm-up: Write a 3-sentence story about the picture, and put your favorite sentence on the board (soft start—w/music)

ELD 1/2/3:

2. Go over grammar HW questions (nouns and pronouns)
3. View & discuss video (w/Close Captioning): https://www.youtube.com/watch?v=iuTQt7RYrX8
   • What’s your opinion of this student?
   • Would you do something like this?
   • How does this video relate to the story?
4. Give new vocab list—start work w/Chromeboooks
5. Distribute “He Was No Bum” timeline

Homework:

• ELD 1/2/3: OR book due Wed.; DOL quiz on Thurs.; finish defining terms for Wed.

Class #27: Monday, 9/23

1. Go over HW questions—break into 2s, share your answer to a question, and share 1 star after each answer
2. Show & discuss video on homelessness: https://www.youtube.com/watch?v=9D9pZEjSxXQ
3. “He Was No Bum” whip-around
4. Finish “He Was No Bum” (pp. 321—323)
5. Start on mixer (handout)

Homework:

• Grammar practice paper on nouns and pronouns (pp. 23 & 29) due Tues., 9/24; bring OR book to class by Wed., 9/25

Class #26: Friday, 9/20

All Levels:

1. DOL quiz (for practice)—each question with a different person

ELD 1/2/3:

1. Discussion (w/sticks):
   • Why are people homeless?
   • How do you feel about homeless people?
   • Should we help homeless people? Why or why not?
2. Start & discuss “He Was No Bum” on pp. 316—320
3. Finish i-Ready, if needed
4. Continue typing answers to p. 308: 1, 2, and Return to the Text (~150 words)

Homework:

• ELD 1/2/3: Type and print questions for Mon.; OR book due Wed., 9/25

Class #25: Thursday, 9/19

1. Administer vocab test
2. Grammar: p. 231, ex. 17
3. Double bubble thinking map: Similarities between “Brother Ray” and “Power of the Powerless”
4. Journal entry: Write a paragraph about one or two similarities between the stories. In your paragraph, explain what the similarities show about life.

Homework:

• Find OR book by Wed., 9/25

Class #24: Wednesday, 9/18—Late Start

All Levels:

1. DOL

ELD 1/2/3:

1. Grammar exercise: p. 224, ex. #13
2. Type answers to p. 308: 1, 2, and Return to the Text (~150 words)
3. Work on i-Ready, if needed  

Homework:

• ELD 1/2/3: Vocab test tomorrow, Thurs.; OR book is due Thurs., 10/31

Class #23: Tuesday, 9/17—Late Start

1. “Power of the Powerless” #2 soft start PPT warm-up
2. Discussion (w/sticks):
   • What does it mean to be powerful? How is Oliver powerful?
   • What does it mean to be powerless? How is Oliver powerless?
   • What does Oliver teach his family? (Write a list.)
3. Introduce outside reading assignment (w/handout)
4. Work on i-Ready.com

Homework:

• Vocab test on Thurs., 9/19
• Bring OR book to class on Wed., 9/25; OR book is due Thurs., 10/31

Class #22: Monday, 9/16

All Levels:

1. Picture warm-up; select picture, write a 3-sentence story and write your favorite sentence on the board. 

ELD 1/2/3:

1. “Power of the Powerless” vocab warm-up
2. Continue w/”Power of the Powerless” (from pp. 305—308)
3. Continue w/i-Ready.com (via Clever.com) 

Homework:

• ELD 1/2/3: Study vocab; test on Thurs.

Class #20: Thursday, 9/12

All Levels:

1. Read, highlight, and discuss 9/11 article
2. View and discuss film: https://www.youtube.com/watch?v=GmedslmeiUc

ELD 1/2/3:

1. Poem sharing, first w/partner and then at the podium
2. Grammar exercise (pronouns & antecedents): p. 223, ex. 12
3. Continue w/i-Ready (via Clever.com)

Homework:

• ELD 1/2/3: “Brother Ray” quiz on Fri.

Class #19: Wednesday, 9/11

1. Soft start picture warm-up for “Power of the Powerless”
2. Start grammar exercise (pronouns): pp. 222 & 223, #11
3. Share 14-line poems—on the floor, in a circle
   • Underline “heartbeat” line or most interesting line
   • Share line w/partner
   • Partner gives one way to develop, or add to, the line
4. Continue w/i-Ready via Clever.com

Homework:

• Print typed poem for Thurs.; attach handwritten copy
• “Brother Ray” quiz on Fri.

Class #18: Tuesday, 9/10

All Levels:

1. Return work
2. Picture warm-up: Divide students into 2s and have them write three sentences about the picture they receive. They must write one sentence on the board.

ELD 1/2/3:

1. Discussion (w/sticks):
   • What do you think is the hardest part of being blind?
   • Why is an education important?
   • If you had children, what would you hope for them?
2. Read & discuss “Hard Times” poem on p. 301
3. Write a short, 14-line poem about a message/observation YOU have about life
4. Continue w/i-Ready via com (last 30 minutes of class) 

Homework:

• ELD 1/2/3: Finish poem for Wed.

Class #17: Monday, 9/9

1. Soft-start w/PPT slide (& music)—w/a “stand and share”
2. Give “I Go Along” quiz
3. “Brother Ray” whip-around
4. Finish “Brother Ray,” from p. 299
5. Start iReady assessment (via Clever)

Homework:

• No HW tonight!

Class #16: Friday, 9/6

All Levels:

1. Administer DOL Quiz (for practice)

ELD 1/2/3:

2. Go over “I Go Along” focus questions
3. Show “Brother Ray” picture warm-up on PPT
4. Read pp. 297—298
5. Start “Brother Ray” mixer 

Homework:

• ELD 1/2/3: “I Go Along” quiz on Monday

Class #14: Wednesday, 9/4—Late Start  

All Levels:

1. Administer DOL (14B & 16B)

ELD 1/2/3:

1. Share comic strips (w/2 stars & 1 wish)
2. Grammar exercise (nouns): p. 221, #7
3. Chromebooks: start typing answers to questions on p. 214: 1, 2, & 3 (~150 words total)

Homework:

• ELD 1/2/3: Vocab test on Thurs.

Class #13: Tuesday, 9/3—Late Start

1. Warm-up (in journal): If you were Gene, would you go see the poet? Why or why not?  (4—5 sentences)
2. Grammar exercise (nouns): p. 220, ex. #3
3. Finish reading “I Go Along” on p. 212—end
4. Finish comic strip

Homework:

• Study for vocab test on Thursday
• Finish comic strip for Wednesday

Class #12: Friday, 8/30—SAC Assembly

All Levels:

1. Read and discuss Labor Day article
2. Show video on Labor Day: https://www.youtube.com/watch?v=FJamea576YY

ELD 1/2/3:

1. “I Go Along” vocab warm-up
2. Continue w/”I Go Along,” pp. 208—211
3. Continue w/comic strip—complete (& color) 3 panels

Homework:

• ELD 1/2/3: No vocab bingo next week; vocab test on Thurs.

Class #10: Wednesday, 8/28

All Levels:

1. DOL

ELD 1/2/3:

1. Administer vocab test
2. Go over typed questions from p. 189, Q1 & Q2
3. Continue w/”I Go Along” from pp. 204—207
4. Discussion:
   • Would you travel 30 miles to see a poet?
   • What type of people are popular at school?
   • What are poems supposed to be about? 

Homework:

• ELD 1/2/3: No HW

Class #8: Monday, 8/26

All Levels:

1. Return work 
2. DOL

ELD 1/2/3:

1. Give “Heartbeat” quiz
2. “Heartbeat” acting rubric (see handout)
3. Continue typing answers to “Heartbeat” questions (Q1 & Q2 on p. 189)

Homework:

• ELD 1/2/3: Vocab test on Wed.

Class #6: Thursday, 8/22—Afram absent

1. DOL (give proofreading symbols to ELD 4)
2. Students share voice paragraphs—with 2 stars and 1 wish
3. The Hate U Give mixer
4. Read last chapter (Ch. 26): pp. 431—444
5. Discussion:
   • How does the story end?
   • Did Starr do the right thing by speaking out?
   • What’s the message of the book?

Homework:                                                                                                   

• ELD 1/2/3: Define “Heartbeat” vocab questions for Fri.

Class #5: Wednesday, 8/21

1. DOL (w/proofreading symbols handout)
2. “Heartbeat” mixer (handout)
3. Library: Check-out Edge textbook
4. Start “Heartbeat”: pp. 180—184
5. Start defining vocab, if time allows

Homework:

• Type DJ for Thursday—check grammar!
• Bring THUG to class on Thurs.

Class #4: Tuesday, 8/20

1. New seats (ELD 4)
2. Angie Thomas and Trevor Noah: https://www.youtube.com/watch?v=spLw8tRVnpE&feature=youtu.be
3. Discuss interview:
   • What did you learn?
   • Why didn’t she give up?
4. Finish reading Ch. 24: pp. 413—419
5. Complete Dialectical Journal on lined paper—see handout
   • Everyone highlight 2 or 3 quotes;
   • Think about how you could answer the 3 questions on the handout; and
   • Write 5 sentences.

Homework:

• ELD 1/2/3: Type DJ for Thurs.

Class #2: Friday, 8/16

 All levels:

1. 60 seconds
2. Collect phones
3. Journal entry (on lined paper): The term “voice” can mean a person’s message or personality. What’s your voice?  In other words, what’s your personality or message?  (1 paragraph)
4. Visit & debrief chalkboards outside library
5. View (and discuss) YouTube video on overview of book: https://www.youtube.com/watch?v=xPrt2OUcXZE&feature=youtu.be
6. The Hate U Give whip-around—everyone speaks 2x’s
7. Start reading Ch. 24 aloud; check for understanding along the way 

Homework:

• ELD 1/2/3: Present matrix on Monday; syllabus signature on Monday; notebook due Mon.