Scope And Sequence ELA - 8th Grade Gen Ed
Scope and SequenceELA - 8th Grade Gen EdUnit :"The Tell-TaleHeart" online:"The Raven"online:Poetry and Great el ursdayFriday* Review the week's content of* Journal Time via Google Docs - * Journal Time via Google Docs - * Journal Time via Google Docs - * Journal Time via Google Docs - the story and help drawconnections for students as10 min10 min10 min10 minneeded - 10 min.* Spelling Words (Definitions, * Spelling Words (Definitions, * Spelling Words (Definitions, Watch "The Simpsons - Edgar5x each, use in a sentence) - 20 5x each, use in a sentence) - 20 5x each, use in a sentence) - 20 Allan Poe: The Raven" on YouTube(4:40 min); students will write amin.min.min.Week 1Daily JournalTopic:* Who was Edgar Allen Poe? Why is he considered one of thegreatest poets of US History? Show photos and give brief history;what other poets can you think of? What types of poetry do youknow? What are haikus? - 15 mincomparitive summary of thisversion vs the version by James* Read "The Raven" by Edgar Allen Earl Jones and the written text;Poe; discuss symbolizm (visit bystudents may replay on theirdevil), the setting, characters, and Chromebooks as needed forthe mood - 20 min;assistance - 30 min* Illustrate, color, and write aminimum one-paragraphcaption for one of the threestories by Edgar Allen Poe thatwere read in class; best effortmust be applied andillustrations should cover an* Read "Annabel Lee" by Edgarentire page, not just a smallAllen Poe and discuss; what is Poestating in this short poem? How is segment of it; captions shouldinclude grammar and properPoe's statement something thatwill happen to all of us one day? punctuation as applicable - 60minHow is love inter-twined in his* Read "The Tell Tale Heart" byEdgar Allen Poe and discuss;review meaning of some words;where have you heard the last fewlines of this poem before (atMass)?; why does the writer referto himself as "mad" through thestory? What is it about the oldmanthat drives the writer insane? - 20minWatch "Edgar Allan Poe-The* Watch "Edgar Allan Poe: The TellRaven- Read by James Earl Jones"Tale Heart" on YouTube (24:53(8:19 min) and discuss; students inmin) and discuss how the videopairs, create a T-Chart comparingportrayal of the reading displays"The Raven" (left side) and "Thewhat Poe had written; do youTell-Tale Heart" (right side); whatthink the killer in this story wasthemes are found in both stories?evil, insane, or just making badpoem? Watch "Edgar Allan Poe'sDiscuss as a class; what type ofchoices? Why do you think that? “Annabel Lee" by Aaron Quinn"person do you think Poe was? - 3030 min(4:55 min); discuss openly (20 min)minWhat do you expect from thisnew school year?What will you need to do toWhat high school do you wantattend your high school ofto attend and why?choice?How prepared do you think youNo journal todayare for high school?
Work on Spelling List - look up Work on Spelling List - WriteDaily Homework:definitions of each wordeach word 5x eachWork on Spelling List - write asentence with each wordDiscuss Edgar Allen Poe with a familymember; share the stories that you readthis week; what were their thoughts? Whydid they think this?NoneSpelling List:portable, twine, estate, umbrella, timidly, observe, trance, elderly, liquid, deadline, country, flexible, promote, massive, bronze, climbed, teaspoon, balance,lantern, subtractingIEP Spelling List:twine, estate, umbrella, timidly, liquid, deadline, country, flexible, promote, massive, bronze, teaspoon, lantern,"The Road NotTaken" 2/the-road-not-taken"The Negro Speaksof Rivers" 8/the-negro-speaks-of-rivers"Harlem (DreamDeferred)" 8/harlem"I, too, singAmerica" 8/i-toohttps://poets.org/poem/life-fine"Life is Fine" online:"I Have a nesdayThursday* Journal Time - 10 min* Journal Time - 10 min* Journal Time - 10 min* Journal Time - 10 min"No Red Ink" - 20 min."No Red Ink" - 20 min.* In-class spelling bee to review"No Red Ink" - 20 min.words - 15 min.Week 2FridaySpelling & Definition TestToday - 15 min
* Read "The Road Not Taken" byRobert Frost (10 min) and watch"The Road Not Taken, by RobertFrost (HD)" on YouTube (2:28min); discuss the video and poem,what is the intent of the author?How does this poem containmetaphors? What does the roadsymbolize? - 20 minIntroduce who Langston Hugheswas; how was he important toAfrican-American culture? Howwas he an influence in Cleveland?Read "The Negro Speaks of Rivers"by Langston Hughes; discuss thecultural significance of those riversin the poem vs the MississippiRiver in slavery - 20 minDiscussion: As a class use a VennDiagram to compare and contrast* Read "I, too, sing America" bythe writings and their styles ofLangston Hughes written in 1945;authors Edgar Allen Poe vsdiscuss cultural significance & howLangston Hughes; Teacher tothe USA has changed since then model and lead the discussion;20 minhave three statements per eachsection - 15 min* Write about a time in your lifethat if you (or your parent) hadmade a different choice, wherewould you be now? Must have aMINIMUM of three examples - 30min* Read "Harlem (DreamDeferred)" by Langston Hughes;discuss how the items in thebeginning of the poem areneglected and what happens tothem; relate to the Americandream & civil rights - 20 min* Read "Life is Fine" by LangstonHughes; discuss the importance ofpersistance in great advirsity;students to write about a timehow they didn't give up when itwas hard - 25 min* Students to write twoparagraphs explaining whichauthor they liked better (Poe orHughes) and why; must givespecific examples - 25 minWhat do you know about theperson, Saint Adalbert?What have you learned aboutthe history of our school?What was it like for people ofthis community in the 1960sand 1970s?How has our community grown over thelast twenty years? What do you knowabout that growth?Work on Spelling List - FinishDaily Homework: what you haven't completedyetHow is the American Dream andCivil Rights tied together, in youropinion? How do you thinkLangston Hughes felt about it?Which poem that we read byStudy for Spelling & DefinitionLangston Hughes "speaks to you"Test Tomorrowmore? Why?Week 2Daily JournalTopic:Unit :* Read "I Have a Dream" byMartin Luther King, Jr. aloud asa class and discuss the keypoints (15 min); students towrite whether in their opinionDr. King's dream came true ornot; minimum one-page inclass essay (30 min)No journal todayNone"Alice's Adventures in Wonderland" by Lewis Carroll with project (artwork, essay, & technology)Online Version ofthe novel:https://www.adobe.com/be en/active-use/pdf/Alice in Wonderland.pdfProject:Which character in "Alice in Wonderland" effects Alice the MOST in the story? Options are: Queen of Hearts, White Rabbit, Gryphon, or the Caterpillar. Essaymust be two hand-written full pages with minimum of three complete examples from the story; students must use computer graphics in Inkscape (online site)to design a scene from the storyTimeline:MondayTuesdayWednesdayThursdayFriday
* Journal Time - 10 min* Journal Time - 10 min* Journal Time - 10 min* Journal Time - 10 min* Review the week's content ofthe story and help drawconnections for students asneeded - 10 min.* Spelling Words (Definitions, * Spelling Words (Definitions, * Spelling Words (Definitions, * Spelling Words (Definitions,6x each, use in a sentence) - 20 6x each, use in a sentence) - 20 6x each, use in a sentence) - 20 6x each, use in a sentence) - 20* (Part I of III) Illustrate, color, andmin.min.min.min.Week 3* About the author: who isLewis Carroll? What is theinspiration for "Alice inWonderland?" - 10 min* Begin reading "Alice'sAdventures in Wonderful byLewis Carroll - 30 min.Daily JournalTopic:Daily Homework:What was your favorite toygrowing up and why?* Read aloud "Alice in* Read aloud "Alice in* Read aloud "Alice inWonderland" by Lewis Carroll - Wonderland" by Lewis Carroll - Wonderland" by Lewis Carroll 20 min.20 min.30 min.* To help understand some of the characters in the book better,students will briefly study a few mental illnesses including: Bi-polardisorder, schizophrenia, Alice in Wonderland Syndrome, PTSD, andMad Hatter Disease; show photos as needed - 20 min dailyWhat was your favoritecartoon growing up and why?Work on Spelling List - look up Work on Spelling List - Writedefinitions of each wordeach word 6x eachwrite a one-paragraph caption forone scene from the novel - 40min.* Cheshire Cat origin &explanation (see Wikipedia) 10 min* Read aloud "Alice inWonderland" by Lewis Carroll 20 min.Do you enjoy playing videogames? Why or why not?What is your favorite sport toplay and why?No journal todayWork on Spelling List - write asentence with each wordGo online and find "Alice'sGo online and find "Alice'sAdventures in Wonderland"; read Adventures in Wonderland"; readahead to the next chapterahead to the next chapterSpelling List:knitting, merely, furnish, passage, complaints, thunderbolt, nonsense, mansion, laundry, available, lodging, portions, gallant, veins, mountain, whistling, voyage,hooves, funnel, gravelyIEP Spelling List:knitting, merely, furnish, passage, nonsense, lodging, portions, gallant, veins, voyage, hooves, funnel, gravelyTimeline:Week 4Monday* Journal Time - 10 min* In-class spelling bee to reviewwords - 15 min.Tuesday* Journal Time - 10 min"Vocabulary Workshop" - 20min.Wednesday* Journal Time - 10 min"Vocabulary Workshop" - 20min.* Discuss symbolism in the novel,* (Part II of III) Illustrate, color, and* (Part III of III) Illustrate, color, andincluding the garden, growing /write a one-paragraph caption for one write a one-paragraph caption for oneshrinking, following orders, and Alice'sscene from the novel - 25 min.scene from the novel - 25 min.journey - 20 min* Read "Alice in Wonderland"by Lewis Carroll - 20 min.* Read "Alice in Wonderland"by Lewis Carroll - 20 min.* Read "Alice in Wonderland"by Lewis Carroll - 20 min.Thursday* Journal Time - 10 min"Vocabulary Workshop" - 20min.FridaySpelling & Definition TestToday - 15 min* All students will take a STARtest for AR on "Alice'sAdventures in Wonderland" 15 min.* Finish reading "Alice in* Introduce project and provideWonderland" by Lewis Carroll - time to work on it in class - 4020 min.min* Discuss the symbolism of thecharacters including the Queen, whiterabbit, mock turtle, and the CheshireCat - 20 min
Which animal would you ratherbe and why: a lion or anelephant?Work on Spelling List - FinishDaily Homework: what you haven't completedyetTimeline:Monday* Journal Time - 10 minDaily JournalTopic:Week 5Which pet is better, dogs orcats? Why do you feel thisway?Which area of the Zoo do youlike to visit the most? Why?What is more scary: spiders orNo journal todaysnakes? Why?Work on Vocabulary Workshop Work on Vocabulary Workshop Study for Spelling & DefinitionTest Tomorrow- next two pages- next two pagesTuesday* Journal Time - 10 minWednesday* Journal Time - 10 minThursday* Journal Time - 10 min* Spelling Words (Definitions, * Spelling Words (Definitions, * Spelling Words (Definitions, * Start watching Disney's 19517x each, use in a sentence) - 20 7x each, use in a sentence) - 20 7x each, use in a sentence) - 20 cartoon version of "Alice inmin.min.min.wonderland" - 20 min* Which character in "Alice in Wonderland" effects Alice the MOST in the story? Options are: Queen of Hearts, White Rabbit,Gryphon, or the Caterpillar. Essay must be two hand-written full pages with minimum of three complete examples from thestory; students must use computer graphics in Inkscape to design a scene from the story - 40 min each dayDaily JournalTopic:Daily Homework:What does "Umoja" mean toyou? How can you promotethis?What are some activities thatyou and your family dotogether?Work on Spelling List - look up Work on Spelling List - Writedefinitions of each wordeach word 7x eachNoneFriday* Finish watching Disney's 1951cartoon version of "Alice inWonderland" - 50 min* Students in groups, then whole-classdiscussions, compare/contrast movievs book; debate which is better? - 30minWhat neighborhood do you liveWhat are three things that youin? What are three things thatthink are great about the city No journal todayyou like about yourof Cleveland?neighborhood?Work on Spelling List - write asentence with each wordWork on "Alice in Wonderland Work on "Alice in Wonderlandessay"; due next Friday!essay"; due next Friday!Spelling List:hiccups, performance, specific, dowdy, indicate, clause, failure, biology, hangar, quality, saucepan, invisible, classical, blurred, contestants, farfetched, bemused,clients, tightrope, innocentIEP Spelling List:hiccups, specific, indicate, clause, failure, biology, quality, saucepan, invisible, classical, blurred, clients, tightrope, innocent"The MostDangerousGame" rd-connell/short-story/the-most-dangerous-game"The guy-de-maupassant/short-story/the-hand"The Monkey'sPaw" esdayWednesdayThursday* Journal Time - 10 min* Journal Time - 10 min* Journal Time - 10 min* Journal Time - 10 minFridaySpelling & Definition Test Today 15 min
Week 6* In-class spelling bee to reviewwords - 15 min."No Red Ink" - 20 min."No Red Ink" - 20 min."No Red Ink" - 20 min.* Show geography of SouthAmerica, specifically Brazil and theAmazon. Show images of the areaincluding wildlife - 20 min.* Discuss the characters in "TheMost Dangerous Game", setting,conflict, theme, and ethics - 20min* Quick Write: "Did you like TheMost Dangerous Game ? Why orWhy Not?" with three examples inone page - 20 min* Read "The Hand" by Guy deMaupassant (15 min); studentsdiscuss what they think happened(10 min)Spelling & Definition Test Today 15 min* Read "The Monkey's Paw" by W.W. Jacobs (30 min); discuss thestory including events, characters,climax, setting (10 min)* Students complete a Cause-and* Read "The Most Dangerous Game" by Richard Connell (27 pages total); Discuss the story in intervals so * Students complete a SequencingEffect Graphic Organizer aboutthat it spans three days; create an Event Map to help organize the material from the story - 25 min each Graphic Organizer about "The"The Monkey Paw" in small groupsdayHand" in small groups - 20 min- 20 minDaily JournalTopic:What did you do this weekend?What was your favorite part ofthis weekend?Work on Spelling List - FinishDaily Homework: what you haven't completedyetHow can social media be a badthing for young people to beinvolved in?What do you typically do whenWhat is your favorite app on youryou have a "snow day" or longiPhone? Why?weekend from school?Share "The Most DangerousStudy for Spelling & Definitionyou think about it?Wonderland Essay due tomorrow!Work on "Alice in WonderlandGame" with your family? What did Test Tomorrow; Alice inessay"; due on Friday!No journal todayNoneHalloween - "Dr. Jeckyll & Mr. Hyde" by Robert Louis Stevenson with project (essay, artwork, & technology)Unit:Teacher to provide to students information about the Scripts National Spelling Bee at this time in preparation for the Regional Competition and our own schoolSpelling Bee. Go to the following website for information "http://spellingbee.com/"; students must have the list of words and be studying by Thanksgiving! It isrecommended that Teachers (and students) download the "Word Club" app to practice the words. there are 450 for the competition! Teachers should sign up forthe "Teacher Portal" and parents and students should explore the site as well.This is available as a FREE eBook via the following website: s will compare "good vs evil" in today's world and as found in the novel in three ways each (total of six ways). Three page minimum; students willthen create a Prezi to describe their thoughts about good vs evil in the world today.Timeline:MondayJournal Time - 10 min.Week 7TuesdayJournal Time - 10 min.WednesdayJournal Time - 10 min.ThursdayFridayJournal Time - 10 min.* Review the week's content ofthe story and help drawconnections for students asneeded - 10 min.
* Spelling Words (Definitions, * Spelling Words (Definitions, * Spelling Words (Definitions, * Students will create a KWL of8x each, use in a sentence) - 20 8x each, use in a sentence) - 20 8x each, use in a sentence) - 20 "Dr. Jeckyll & Mr. Hyde" - 20min.min.min.min.Week 7Daily JournalTopic:Daily Homework:* Introduce 19th Century England via images on Google; show stylesof dress, location on map, and what buildings looked like; referencethe King/Queen of England - 20 min.* Discuss the setting, theme,characters, protagonist,antogonist, and mood - 20min.* (Part I of III) Illustrate, color,and write a caption for your* Students will share their KWL picture of a scene from "Dr.with other students and discuss Jeckyll & Mr. Hyde" - 40 min.openly - 10 min.* Begin reading "Dr. Jeckyll &Mr. Hyde" by Robert LouisStevenson - 20 min.* Read aloud "Dr. Jeckyll & Mr. * Read aloud "Dr. Jeckyll & Mr. * Read aloud "Dr. Jeckyll & Mr. * Read aloud "Dr. Jeckyll & Mr.Hyde" by Robert LouisHyde" by Robert LouisHyde" by Robert LouisHyde" by Robert LouisStevenson - 20 min.Stevenson - 20 min.Stevenson - 30 min.Stevenson - 20 min.What is "Kujichagulia" andwhat does it mean to you?What are some things that you are Do you speak up for yourself when What is "honor" to you? Do youdetermined to do? What are your you need to? Or do you let others feel like you have a pesonal "code No journal todaygoals?speak for you? Why?of honor" for yourself?Work on Spelling List - look up Work on Spelling List - Writedefinitions of each wordeach word 8x eachWork on Spelling List - write asentence with each wordGo online and locate; Read thenext chapter in "Jeckyll &NoneHyde"Spelling List:dignified, priority, delicate, applause, bargain, fortune, vocabulary, caterpillar, wistfully, annual, beckon, creation, dumbwaiter, unbearable, cupboard, dimension,initials, daunted, settee, digestiveIEP Spelling List:dignified, priority, delicate, bargain, vocabulary, caterpillar, annual, beckon, creation, dumbwaiter, cupboard, initials, digestiveTimeline:Monday* Journal Time - 10 min.Tuesday* Journal Time - 10 min.* In-class spelling bee to review "Vocabulary Workshop" - 20words - 15 min.min.Week 8* Venn Diagram to help comparetwo characters in "Dr. Jeckyll &Mr. Hyde"; do one together thenstudents complete oneindividually - 25 min.Wednesday* Journal Time - 10 min.Thursday* Journal Time - 10 min."Vocabulary Workshop" - 20min."Vocabulary Workshop" - 20min.FridaySpelling & Definition TestToday - 10 min* Discuss the ethics behind thestory and if it could happennowadays - 20 min* (Part II of III) Illustrate, color, * (Part III of III) Illustrate, color,* Students will makeand write a caption for yourand write a caption for your predictions as to the outcomepicture of a scene from "Dr.picture of a scene from "Dr.of the story; suggest* Watch brief clips of theJeckyll & Mr. Hyde" - 30 min. Jeckyll & Mr. Hyde" - 20 min.foreshadowing - 20 min.movie on YouTube to discusselements of the story - 25 min.* Read aloud "Dr. Jeckyll & Mr. * Read aloud "Dr. Jeckyll & Mr. * Read aloud "Dr. Jeckyll & Mr. * Finish reading "Dr. Jeckyll &Hyde" by Robert LouisHyde" by Robert LouisHyde" by Robert LouisMr. Hyde" by Robert LouisStevenson - 20 min.Stevenson - 20 min.Stevenson - 20 min.Stevenson - 20 min.* All students will take a STARtest for AR on "Dr. Jeckyll & Mr.Hyde" - 15 min.
Daily JournalTopic:Do you celebrate Halloween?Work on Spelling List - FinishDaily Homework: what you haven't completedyetTimeline:MondayJournal Time - 10 min.Halloween used to be celebrated Did you attend "Trunk 'n'as a religious festival. Why do you Treat" last year at our school?think we don't do that in the USA? Why or why not?Did you attend the "HalloweenDance" last year at our school? No journal todayWhy or why not?Complete next two pages in"Vocabulary Workshop"Complete next two pages in"Vocabulary Workshop"Study for Spelling & DefinitionNoneTestTuesdayWednesdayThursdayJournal Time - 10 min.Journal Time - 10 min.Journal Time - 10 min.FridayCreate a story line highlighting theWeek 9* Discuss metaphors found insetting, main idea, intro, climax,* Spelling Words (Definitions, * Spelling Words (Definitions, * Spelling Words (Definitions,"Jeckyll & Hyde"; studentsconclusion, and foreshadowing in9x each, use in a sentence) - 20 9x each, use in a sentence) - 20 9x each, use in a sentence) - 20the novel. - 30 min.practice writing metaphors - 20min.min.min.min* Essay theme: Compare and contrast the duality of "good vs. evil" in Dr. Jeckyll & Mr. Hydeagainst three examples in today's world; handwritten rough draft, typed final copy, minimumthree pages - 40 min per day to workDaily JournalTopic:Daily Homework:What is your favorite type ofcandy? Why?* Students will create a Prezi (prezi.com) about their essay topicand discussion points - 40 min per day to workHow are you on some days like Which character in the storyDo you think the ending to "JeckyllDr. Jeckyll and on others like"Jeckyll & Hyde" can you relate & Hyde" is a fitting ending for the No journal todaynovel? How may you rewrite it?Mr. Hyde?to the most?Work on Spelling List - look up Work on Spelling List - Writedefinitions of each wordeach word 9x eachWork on Spelling List - write asentence with each wordWork on "Jeckyll and Hyde"Work on "Jeckyll and Hyde"essay or Prezi; due next Friday! essay or Prezi; due next Friday!Spelling List:lounge, marooned, poisonous, vinegar, moisture, terrier, gymnastics, vertical, inlet, botany, linen, esteem, mildew, gourd, pitiful, concise, perimeter, thicket,naturalist, quashedIEP Spelling List:lounge, marooned, vinegar, moisture, vertical, inlet, botany, linen, esteem, mildew, gourd, pitiful, concise, perimeter, thicket,Timeline:MondayJournal Time - 10 min.TuesdayJournal Time - 10 min.WednesdayJournal Time - 10 min.ThursdayJournal Time - 10 min.* In-class spelling bee to review"No Red Ink" - 20 min.words - 15 min."No Red Ink" - 20 min."No Red Ink" - 20 min.FridaySpelling & Definition TestToday - 10 min.Week 10* Students will complete their Prezi (prezi.com) about theiressay topic and discussion points - 40 min per day to work* Students will present their Prezi to the class; minimum 3-5minute speech / discussion about your beliefIntro to the movie "Around theWorld in 80 Days"; watch first 45min of 1956 version of the movie
Daily JournalTopic:What does "Ujma" mean toyou?Work on Spelling List - FinishDaily Homework: what you haven't completedyetIn your opinion, is it fair whathappened to the NativeAmericans in our country?Which world explorer do youthink contributed the most tohistory?What would the world be like ifNo journal todaythere was no Internet?Finish your Prezi, duetomorrow!Finish your "Jeckyll and Hyde"essay; due Friday!Study for Spelling & DefinitionTest; "Jeckyll & Hyde" essayNonedue tomorrow!"Around the World in Eighty Days" by Jules Verne with essay, map, artwork, and presentationUnit:This is available as a FREE eBook via the following website: "www.pagebypagebooks.com/Jules Verne/Around the World in 80 Days/"Project:Students will write an essay researching one of the cities that Fogg travels to in the novel. They will then also present the information from that essay in aPower Point presentation that they will provide to the class. Lastly, students will use a world map to correctly local and plot all 22 regions that Fogg visitedwhile drawing a line to each location along the route.Timeline:MondayWeek 11Daily JournalTopic:TuesdayWednesdayThursdayFriday* Review the week's content ofthe story and help drawconnections for students asneeded - 10 min.Journal Time - 10 min.Journal Time - 10 min.Journal Time - 10 min.Journal Time - 10 min.* Spelling Words (Definitions,10x each, use in a sentence) 20 min.* Spelling Words (Definitions,10x each, use in a sentence) 20 min.* Spelling Words (Definitions,10x each, use in a sentence) 20 min.* Students will create a KWL of"Around the World in 80 Days" * (Part I of III) Illustrate, color,20 min.and write a caption for yourpicture of a scene from* Students will share their KWL "Around the World in 80 Days" with other students and discuss40 min.openly - 10 min.* Introduce the world of the 19th and early-20th Centuries viaimages on Google; show styles of dress, maps of what countriesused to comprise, and what buildings looked like, and how ithas changed since - 20 min.* Discuss the setting, theme,characters, protagonist,antogonist, and mood - 20min.* Begin reading "Around theWorld in 80 Days" by JulesVerne - 20 min.* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.What is one way that you help to buildWhat did you do this weekend? and maintain your community?* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.If you could travel to anywhere in the What did you like about using theworld, where would you go? WhyPrezi software in your last ELAwould you go there?assignment?* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.No journal today
Daily Homework:Work on Spelling List - look up Work on Spelling List - Writedefinitions of each wordeach word 10x eachWork on Spelling List - write asentence with each wordGo online and look up "Around Work on illustration of "Aroundthe World in 80 Days", readthe World in 80 Days"; do notnext chapterfinishSpelling List:microscope, cathedral, diligent, auction, sediment, fervently, bushel, clodhopper, unappealing, dandruff, pensive, gnarled, peculiar, cutlery, equestrian, oblivious,spatula, tuition, bedraggled, paisleyIEP Spelling List:microscope, cathedral, diligent, auction, sediment, bushel, clodhopper, unappealing, dandruff, pensive, cutlery, spatula, tuition,Timeline:Week 12Monday* Journal Time - 10 min.* In-class spelling bee to reviewwords - 15 min.Thursday* Journal Time - 10 min."Vocabulary Workshop" - 20min.FridaySpelling & Definition TestToday* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.What does "Do not be afraidfor I am with you" mean toyou?Pretend that you own abusiness. How would you keep No journal todayit running and operating well?Complete next two pages in"Vocabulary Workshop"Complete next two pages in"Vocabulary Workshop"Study for Spelling & DefinitionNoneTest TomorrowTuesdayWednesdayThursdayJournal Time - 10 min.Journal Time - 10 min.Journal Time - 10 min.Journal Time - 10 min.* Spelling Words (Definitions,11x each, use in a sentence) 20 min.* Spelling Words (Definitions,11x each, use in a sentence) 20 min.* Spelling Words (Definitions,11x each, use in a sentence) 20 min.What is the youngest memory What do you like aboutthat you have of being a small Thanksgiving? What do youchild? Write about it.dislike about it?Work on Spelling List - FinishDaily Homework: what you haven't completedyetTimeline:MondayWeek 13Wednesday* Journal Time - 10 min."Vocabulary Workshop" - 20min.* (Part II of III) Illustrate, color,* Students will research one of the 22 locations that Fogg visited in the book and write an essay about that location and presentand write a caption for yourit to the class via a Power Point Presentation. They must indicate if the city is still called the same name today, is safe to travel topicture of a scene fromtoday, provide its location on a map, identify its country, identify three main areas to visit in that city, identify that country's"Around the World in 80 Days" religion, provide the population of the city, and other attributes - 20 min.30 min.* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.Daily JournalTopic:Tuesday* Journal Time - 10 min."Vocabulary Workshop" - 20min.* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.Friday* Discuss metaphors,* Watch approximately 80foreshadowing, and similiesminutes of the 1956 version offound in "Around the World in"Around the World in 80 Days".80 Days" - 20 min.Watch as much as timepermits. Do not watch the2004 version as it is not inlinewith the book and poorlyreceived. Try to continue off atthe point that you ended whenyou began watching the movieto open the unit.
Week 13* (Part III of III) Illustrate, color,* Time to research their city for their essay or work on theirand write a caption for yourPower Point Presentation will be provided. Students shouldpicture of a scene fromalso work on their maps and may begin writing their essays. - 30"Around the World in 80 Days" min each day20 min.* Discuss the geography anddangers within the world thatFogg would face if he did thistrip today (Yeman, Gulf ofAden, Egypt) - 20 min.* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.* Finish reading "Around theWorld in 80 Days" by JulesVerne - 20 min.* All students will take a STARtest for AR on "Around theWorld in 80 Days" - 15 min.* Read aloud "Around theWorld in 80 Days" by JulesVerne - 20 min.* Watch approximately 80minutes of the 1956 version of"Around the World in 80 Days".Watch as much as timepermits. Do not watch the2004 version as it is not inlinewith the book and poorlyreceived. Try to continue off atthe point that you ended whenyou began watching the movieto open the unit.Daily JournalTopic:What is your favoriteWhich city in the book would"Respected Arts" class? Why is you like to visit the most?it your
"The Tell-Tale Heart" online: "The Raven" online: "Annabel Lee" online: Timeline: Monday Tuesday Wednesday Thursday Friday * Journal Time via Google Docs - 10 min * Journal Time via Google Docs - 10 min * Journal Time via Google Docs - 10 min * Journal Time via Google Docs - 10 min * Review the week's content of the story and help draw
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
Introduction to PYP social studies scope and sequence 2 Social studies scope and sequence Developing a school's social studies scope and sequence Unless a school has adopted the PYP sample programme of inquiry, the social studies content in its own scope and sequence will be different from the sample provided here. Some schools may need to .
Summer 2018 ELA Course Registration Guide (pg.2) (pg.2) Email Directory and ELA T.Q. Quick Links . ELA 103: The Denver ELA Program ELA 104: Academic Language in the Content Areas .
FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11
Introduction to the Scope and Sequence: HS ELA Scope and Sequence The New York City Department of Education strives to prepare all students to live rich, literate lives and to be active, informed citizens. In order to do so, students need access to rigorous, co
8th Grade Writing and Speaking/Listening Scope and Sequence 1 s t Q u a r te r 2 n d Q u a r te r 3 r d Q u a r te r 4 th Q u a r te r Writing N a rra t i ve I n t ro d u ce ch a ra ct e rs a n d o rg a n i ze a n e ve n t se q u e n ce (W . 8 . 3 a ) U se n a rra t i ve t e ch n i q u e s i n cl u d i n g
Chapter 5 Project Scope Management Chapter 5 Project Scope Management 5.1 Plan Scope Management 5.1 Colect Requirements 5.2 Collect Requirements 5.2 Define Scope 5.3 Define Scope 5.3 Create WBS 5.4 Create WBS 5.4 Verify Scope 5.5 Validate Scope 5.5 Control Scope 5.6 Control Scope PMBOK 5th Edition
