CREATIVE WRITING 9/16-9/19/14

Monday Tuesday Wednesday Thursday Friday

Learning Target:

N/A Teacher Work Day
Learning Target:
I can use technology to publish
a proficient piece of writing
which matches the writing
rubric.

Learning Target:
I can draw evidence from
literary texts to support
analysis and research.

Learning Target:
I can draw evidence from
literary texts to support
analysis and research.


Learning Target:
I can produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
Standards:


Standards:
W.6-8.4 Use technology,
including the Internet, to
produce and publish writing
and present the relationships
between information and
ideas efficiently as well as to
interact and collaborate with
others.

Standards:
W.6-8.9 Draw evidence from
literary or informational texts
to support analysis, reflection,
and research.
Standards:
W.6-8.9 Draw evidence from
literary or informational texts
to support analysis, reflection,
and research.

Standards:
W.6-8.4 Produce clear
and coherent writing in
which the development,
organization, and style are
appropriate to task,
purpose, and audience.
Instructional
Method/Strategy:


Instructional
Method/Strategy:
Utilize computers in
library/media center to publish
poems and personal
encyclopedias




Instructional
Method/Strategy:
1) Bell ringer/quick write:
Write about an object
that matters, and
sketch or create a
timeline about it (to
use as a basis for a
possible short story)
2) Close reading of
Mistake essay,
including annotating
for type of piece,
audience, and text
evidence to support all
of those claims
3) Close reading of
Instructional
Method/Strategy:
1) Bell ringer/quick write:
Individually, then with
table groups, generate
as many questions as
possible about the
picture on the white
board. Begin to think
of a story which could
be representative of
one or more of those
questions.
2) Continue to read and
annotate narrative
essays
3) If time allows, begin
Instructional
Method/Strategy:
1) Topic Journals
2) Complete literary
analysis of essays
3) Continue to work
third and final
choice piece,
including the Red
Ribbon Essay, a
short story, a
speech, or a poem
based on previous
writings in
Creative Writing
Journal


additional narrative
essays
brainstorming ideas
for third and final
piece to be published
for this nine weeks


Modification:



Modification:
Students given choice of
completing publishing of
previous piece or continuation
of current short story, which
may or may not be word-
processed; technology
assistance and extended time
as needed and appropriate
Modification:
Students provided with
additional supports, including
peer tutors and continued
prompting and cueing, to
complete activity for brief
amount of time; allowed to
return to writing of choice,
the short story
Modification:
Students provided with
additional supports, including
peer tutors and continued
prompting and cueing, to
complete activity for brief
amount of time; allowed to
return to writing of choice,
the short story

Modification:
Continued work of
choice, the new short
story which will comprise
the final piece; additional
time as needed and
appropriate
Vocabulary:




Vocabulary:
Proficient
Poem
Encyclopedia (self-generated)

Vocabulary:
Text Evidence
Informative
Narrative
Argumentative
Audience
Vocabulary:
Text Evidence
Informative
Narrative
Argumentative
Audience

Vocabulary:
Coherent
Essay
Task
Purpose
Audience
Assessment:



Assessment:
Formative: rough drafts
Summative: final published
writing pieces

Assessment:
Annotated and highlighted
essays
Assessment:
Annotated essays;
brainstorming of third piece in
Creative Writing Journals

Assessment:
Initial rough drafts of third
piece

Resources:



Resources:
Computers; Internet; drafts;
Creative Writing Journals and
folders

Resources:
Mistake essay; four brief
personal narratives; journals
and highlighters

Resources:
Essay; narratives; journals

Resources:
Journals; essay and
narratives for references
Homework:



Homework:

None

Homework:

None

Homework:

None

Homework:

None (unless
Encyclopedia of an
Ordinary Life not
finished)





















Geography
Monday Lesson 2 Lesson 3 Lesson 4

Learning Target:

I can identify ways that the Five
themes of Geography can be used
to evaluate and interpret
Shepherdsville.

Learning Target:

I can identify ways that the Five
themes of Geography can be used
to evaluate and interpret
Shepherdsville.

Learning Target:

Field Trip to Public Library

Learning Target:

I can identify ways that the Five
themes of Geography can be used
to evaluate and interpret
Shepherdsville.

Standards:

SS-06-4.1.1
Students will USE a variety of geographic
tools (maps, photographs, charts, graphs,
databases, satellite images) to
INTERPRET patterns and locations on
Earths surface in the present day. DOK 3

SS-06-4.3.1
Students will DESCRIBE patterns of
human settlement in the present day and
EXPLAIN how these patterns are
influenced by human needs. DOK 2

SS-06-4.2.2
Students will DESCRIBE and GIVE
EXAMPLES of how places and regions in
the present day change over time as
technologies, resources and knowledge
become available. DOK 2


Standards:

SS-06-4.1.1
Students will USE a variety of geographic
tools (maps, photographs, charts, graphs,
databases, satellite images) to
INTERPRET patterns and locations on
Earths surface in the present day. DOK 3

SS-06-4.3.1
Students will DESCRIBE patterns of
human settlement in the present day and
EXPLAIN how these patterns are
influenced by human needs. DOK 2

SS-06-4.2.2
Students will DESCRIBE and GIVE
EXAMPLES of how places and regions in
the present day change over time as
technologies, resources and knowledge
become available. DOK 2


Standards: Standards:

SS-06-4.1.1
Students will USE a variety of geographic
tools (maps, photographs, charts, graphs,
databases, satellite images) to
INTERPRET patterns and locations on
Earths surface in the present day. DOK 3

SS-06-4.3.1
Students will DESCRIBE patterns of
human settlement in the present day and
EXPLAIN how these patterns are
influenced by human needs. DOK 2

SS-06-4.2.2
Students will DESCRIBE and GIVE
EXAMPLES of how places and regions in
the present day change over time as
technologies, resources and knowledge
become available. DOK 2


Instructional Method

Admit slip: CNN student news;
students answer question related
to the lead story in their Explorer
Journals
Turn and Talk

Students will go to the library to
do research on Shepherdsville in
relationship to the Five Themes of
Geography (movement, place,
human/environment interaction,
region, location). Students will
Instructional Method

Admit slip: CNN student news;
students answer question related
to the lead story in their Explorer
Journals
Turn and Talk

Formative Assessment: identify
and describe the five themes of
geography.

Mini-lesson: based on the
formative assessment we will
Instructional Method Instructional Method

Admit slip: CNN student news;
students answer question related
to the lead story in their Explorer
Journals
Turn and Talk

Students will spend some time
working on their first drafts of
their informational article.

Post it: On the post it write one
look for that you want your peer

use this information to create an
informational article.

Exit Slip: Reflection

discuss confusion of the themes.

Students will begin to shape their
information from their research
on Shepherdsville into an
informational article.

Exit Slip: Reflection

reviewer to address in your paper.

Peer Review: Students will peer
review their group papers using
the PQP format (Praise, Question,
Polish)

Students will edit and revise their
first draft.

Exit Slip: Reflection
Instructional Strategies:

Turn and Talk; Reflection; group
work; graphic organizer (article
planner)


Instructional Strategies:

Turn and Talk; Reflection; group
work; graphic organizer (article
planner)

Instructional Strategies: Instructional Strategies:

Graphic organizer; rubric
Vocabulary:

movement, place,
human/environment interaction,
region, location

Vocabulary:

movement, place,
human/environment interaction,
region, location

Vocabulary: Vocabulary:

movement, place,
human/environment interaction,
region, location

Assessment:

Exit slip: reflection log

Assessment:

Exit slip: reflection log

Assessment: Assessment:

Exit slip: reflection log

Resources:
http://www.bullittcountyhistory.org
http://www.travelbullitt.org/

Resources:
http://www.bullittcountyhistory.org
http://www.travelbullitt.org/

Resources: Resources:
http://www.bullittcountyhistory.org
http://www.travelbullitt.org/

Homework:


Homework will be as needed to
complete classroom assignments
or to study for assessment.

Homework:

Homework will be as needed to
complete classroom assignments
or to study for assessment.

Homework:

Homework will be as needed to
complete classroom assignments
or to study for assessment.


Homework:

Homework will be as needed to
complete classroom assignments
or to study for assessment.