Track and Field Day

No classes today; students will be participating in track and field activities.

Movie Unit, Day 7

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will present their writing prompt responses to the class. Note: No late presentations will be allowed.

End of Year Calendar

Please review the calendar for the rest of the year, taking note of important dates.

Class Calendar

Movie Unit, Day 6

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will present their writing prompt responses to the class. Note: No late presentations will be allowed.

Movie Unit, Day 5

6th and 7th hour classes will be taking the acuity test.

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will continue working on their writing prompts; responses are due at the end of class.  Note: Writing prompt responses will be due tomorrow for 6th and 7th hour classes.

Movie Unit, Day 4

6th and 7th hour classes will be taking the acuity test.

Today is the last day any late work will be accepted!!!

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will finish up the movie.
2. Students will choose one writing prompt to answer based on the movie.

Movie Unit, Day 3

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will continue watching Hunger Games. Note: Any student without a signed permission slip will not be allowed to watch the movie.

Acuity, Day 2

1st - 4th hour classes will be taking the acuity test.

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will complete a creative writing assignment (due Friday) in response to watching the movie Hunger Games.

End of Year Calendar

Please review the calendar for the rest of the year, taking note of important dates.

Class Calendar

Acuity, Day 1

1st - 4th hour classes will be taking the acuity test. 
Grade sheets were sent home today with 1st - 4th hour students! They are due back, signed by a parent, on Friday!

6th and 7th hour classes will be attending the school play.

Movie Unit, Day 2

Grade sheets were sent home today with 6th and 7th hour students! They are due back, signed by a parent, on Friday!

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will continue watching Hunger Games. Note: Any student without a signed permission slip will not be allowed to watch the movie.

Movie Unit, Day 1

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will begin watching Hunger Games. Note: Any student without a signed permission slip will not be allowed to watch the movie.

Mad Libs

Objectives:

• Students will be able to demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Students will be able to engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can participate in one-on-one discussions.
• I can participate in group discussions.
• I can participate in teacher-led discussions.
• I can follow rules for discussions.
• I can ask questions that connect the ideas of my group members.
• I can respond to questions posed by my group members.

Task List:

• We will complete a Mad Lib together as a class.
• Students will work in partner groups to complete a set of Mad Libs. 
• Each group will choose one Mad Lib to share with the class.

MAP Testing, Day 3

Students will be taking the MAP assessment from approximately 8:45-12:00 today.

Students will report to their regular afternoon classes.

MAP Testing, Day 2

Students will be taking the MAP assessment from approximately 8:45-12:00 today.

Students will report to their morning classes.

Objectives:

• Students will be able to write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
• Students will be able to write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

I Cans:

• I can write a narrative paper.
• I can use descriptive vocabulary and sensory language.
• I can develop a point of view.
• I can provide a conclusion.

Task List:

• Students will write a brief narrative in response to a teacher provided writing prompt.

MAP Testing, Day 1

Students will be taking the MAP assessment from approximately 8:45-12:00 today.

Students will report to their regular afternoon classes. 

Objectives:

• Students will be able to write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
• Students will be able to write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

I Cans:

• I can write a narrative paper.
• I can use descriptive vocabulary and sensory language.
• I can develop a point of view.
• I can provide a conclusion.

Task List:

• Students will write a brief narrative in response to a teacher provided writing prompt.

Class Calendar - End of Year

Please review the calendar for the rest of the year, taking note of important dates.

Class Calendar

Missing Work - MAP Review

Students wil be working on missing work or MAP review work today. Students who earned their free day by passing both MAP review tests will have it today during class!

Career Day / MAP Relays

Career Day!

MAP Review - Sentences, Day 4

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work quiz on common sentence errors.
2. Students will take the post-test on sentence types, errors, and context clues. Students who earned at least an 85% on both MAP review post-tests will have a free day in class on Monday.

MAP Review - Sentences, Day 3

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work activity on common sentence errors.
2. Students will participate in several review activities (this will take two days).

• Note: Students who pass the post-test with a minimum grade of 85% will earn a free day on Monday. Students who do not make the minimum grade for the free day will work in small groups with the teacher.

MAP Review - Sentences, Day 2

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work activity on common sentence errors.
2. Students will participate in several review activities (this will take two days).

• Note: Students who pass the post-test with a minimum grade of 85% will earn a free day on Monday. Students who do not make the minimum grade for the free day will work in small groups with the teacher.

MAP Review - Sentences, Day 1

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work activity on sentence errors.
2. Students will complete a pre-test over sentence types, errors, and context clues. Note: We will grade this in class.

MAP Review - Parts of Speech and Capitalization, Day 5

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work quiz on capitalization.
2. Students who earned at least an 85% on the parts of speech post-test will have a free day in class.
3. Students who did not earn at least an 85% on the parts of speech post-test will work in small groups to remediate skills.

MAP Review - Parts of Speech and Capitalization, Day 4

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work activity on capitalization. Test tomorrow!
2. Students will complete a post-test over the eight parts of speech. Note: We will grade this in class.
3. Students will be given their small group assignment for remediation, if necessary. 

MAP Review - Parts of Speech and Capitalization, Day 3

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work activity on capitalization.
2. Students will participate in several review activities (this will take two days).

• Note: Students who pass the post-test with a minimum grade of 85% will earn a free day on Friday. Students who do not make the minimum grade for the free day will work in small groups with the teacher.

MAP Review -

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work activity on capitalization.
2. Students will complete a pre-test over the eight parts of speech. Note: We will grade this in class; students will not be handed back their pre-test until the end of the review unit.
3. Students will take notes over the eight parts of speech and, time permitting, participate in several guided practice activities.

MAP Review - Parts of Speech and Capitalization, Day 2

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work activity on capitalization.
2. Students will participate in several review activities (this will take two days).

• Note: Students who pass the post-test with a minimum grade of 85% will earn a free day on Friday. Students who do not make the minimum grade for the free day will work in small groups with the teacher.

Nonfiction Picture Books, Day 13

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will finish working on their finished books. Note: Completed books are due today by the end of the class period. Students will lose 5% of their overall grade for projects that are turned in late.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide
• Conventions Checklist

Nonfiction Picture Book, Day 12

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will continue working on their finished books. Note: Completed books are due on Friday, April 12th.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide
• Conventions Checklist

Nonfiction Picture Books, Day 11

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will continue working on their finished books. Note: Completed books are due on Friday, April 12th.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide
• Conventions Checklist

Nonfiction Picture Books, Day 10

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will continue working on their finished books. Note: Completed books are due on Friday, April 12th.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide

Nonfiction Picture Books, Day 9

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will finish drafting their books. 
2. Students will begin working on their finished books. Note: Completed books are due on Friday, April 12th.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide

Nonfiction Picture Books, Day 9

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will finish drafting their books. Note: At this point any student who is not almost finished drafting is falling behind.
2. Students will turn in their research worksheets today.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 8

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will finish story mapping their books.
2. Students will begin drafting their books.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 7

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will continue story mapping their books.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 6

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will finish researching their chosen topics.
2. Students will take notes on their chosen topics.
3. Students will begin story mapping their books.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 5

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Bell Work: Students will practice completing analogies using synonyms and antonyms.
2. Students will continue researching their chosen topics.
3. Students will take notes on their chosen topics.

Resources:

• Scoring Guide