**NELP**

**"I shall be loved when I am lacked"**

*Coriolanus*4.1**All missing/late/absent work that you want counted toward your final grade must be turned in by May 22 at 3:30pm. Work completed before April 22 is no longer**

**eligible**

**for submission - deadline extended to Friday, May 24 at 2:00pm.**

If you resubmit a utahcompose.com essay after the due date to improve your grade, please email me at anna.christiansen@slcschools.org and tell me what utahcompose.com essay you need met to re-grade. Thank you.

**Important Dates:**

**April 19: Book Club**

April 23: STOPS 7 due, and all missing/late/absent/extra credit work from March 18-April 19 due, Book Club

April 25: Book Club - final

April 30: WaterCalucaltor.org homework due

May 7: Utopia presentations begin

April 23: STOPS 7 due, and all missing/late/absent/extra credit work from March 18-April 19 due, Book Club

April 25: Book Club - final

April 30: WaterCalucaltor.org homework due

May 7: Utopia presentations begin

**May 9: Water Map Due**

May 10: Civil Rights VIP research due, National Geographic Photo/Video Releases due

May 15: Civil Rights Vocabulary Quiz

May 10: Civil Rights VIP research due, National Geographic Photo/Video Releases due

May 15: Civil Rights Vocabulary Quiz

**May 28, 2019:**Students worked on the rough draft of the

__Mississippi Trial, 1955__text.

**May 24, 2019:**Students annotated a NY Times article, and presented their water conservation projects to the class.

**May 23, 2019:**Students worked on Civil Rights and Water Conservation.

**May 22, 2019:**Students spent half the block working on Civil Rights primary source documents and the other half of block working on the water conservation unit. Students also presented their Civil Rights speeches.

**May 21, 2019:**Students spend half the block analyzing Civil Rights primary source documents, and the other half of block working on the ACT phase of the water conservation unit.

**May 20, 2019:**Students spent half the block working on a Civil Rights Webquest, and the other half of block working on the ACT phase of the water conservation unit.

**Students presented speeches and worked on the water conservation unit.**

May 17, 2019:

May 17, 2019:

**May 16, 2019:**Students took the Civil Rights vocabulary test, then began presenting speeches. Students then worked on the water conservation project- the create phase was turned in at the end of the period, or can be turned in first thing on Friday for full credit.

**May 15, 2019:**Students worked on their speeches, performances begin tomorrow, and then participated in a lecture/demonstration about porosity and permeability to better understand groundwater.

**May 14, 2019:**Students spent the first part of block working on their speeches, and the second part of block working on the water conservation project.

****

May 13, 2019:Students were introduced to speech writing techniques and given their speech writing assignment for the Civil Rights project. Student then had workshop time for the research for their speeches. Student then worked on the water conservation project.

May 13, 2019:

**May 10, 2019:**Students began by working in groups to discuss and analyze different primary source photographs from the Civil Rights era. Then students completed a 3 paragraph essay about what they learned from the photographs, and connections they could make. Then students worked on their water conservation project.

**Students began with a warm up activity, then presented the last of the Utopia projects. Students then had time to work on the next phase of the geo-inquiry water project. Maps were turned in and students started brainstorming how to accomplish the create phase.**

May 9, 2019:

May 9, 2019:

**May 8, 2019:**Students began with a warm up activity from chapters 1-3 of

__Mississippi Trial, 1955__, then students presented Utopia projects, and wrapped up class working on the water conservation geo-inquiry projects.

**May 7, 2019:**Students began with a warm up activity, then got their new vocabulary words for next week's test, then discussed the VIP Civil Rights homework. Student presented utopia projects, and then worked on Water Conservation Maps.

**May 6, 2019:**Students read and annotated an article about Jim Crow laws, and discussed a primary source photograph from the Civil Rights movement. Students then worked on their water conservation maps. Lastly, students worked on their Utopia project, due tomorrow.

**May 3, 2019:**Students spent the first half of block working on their Utopia project, and then spent the last half of the block working on the water conservation map project.

**May 2, 2019:**Students began by getting into groups and beginning the "create your own Utopia" project. Then students shared what they new about Civil Rights, and took notes. Lastly, students worked on the water conservation unit.

**May 1, 2019:**Students began by working on an assignment called Ecopolis in Canvas, what was not completed today is homework, due tonight by midnight. Then, students began an anticipation discussion and vocabulary to front load the next novel, Mississippi Trial, and our unit on Civil Rights. Lastly, students worked on the water conservation unit.

**April 30, 2019:**

**Students had 30 minutes to complete and turn in poetry and short stories, what was not finished in class is homework, due tomorrow. The class then chatted about the geographical implications of our water conservation unit, and decide on projects to improve Utah's water conservation efforts.**

**April 29, 2019:**Students worked on their poetry packets and their short stories. Then students brainstormed for the water conservation unit as table groups.

**April 25, 2019:**Students presented sentence variety mini lessons, met in book clubs, and developed and turned in their book club graffiti novels.

**April 24, 2019:**Students attended a lecture presented by Jack Strauss of the Glenn Canyon Institute, researched ways to conserve water on slowtheflow.org, presented sentence variety mini lessons, and worked on their Utopian/Dystopian short stories and poems.

**April 23, 2019:**Students worked on Utopian/Dystopian short stories and analysis, presented sentence variety mini lessons, and brainstormed and discussed how we use water to kick off our water conservation unit.

**April 22, 2019:**

**Students worked on RISE and then worked on Utopian/Dystopian short stories and analysis.**

**April 19, 2019:**

**Students worked on RISE for the first half of block, then met in book clubs, and then were reminded of important upcoming dates.**

**April 18, 2019:**

**Students worked on RISE.**

**April 17, 2019:**

**Students worked on RISE for the first part of the block, then met in book clubs, and then took notes on FDR & the New Deal.**

**April 16, 2019:**Students began the ELA RISE test.

**April 15, 2019:**Students began by presenting sentence variety mini lessons. Then students met in book clubs. Students then worked on their Dystopian poem packets. Students then finished watching the Dust Bowl documentary and began learning about FDR and the New Deal.

**April 12, 2019:**Students began by analyzing poems, followed by students presenting mini lessons. Students then met for 20 minutes in book clubs. Lastly, students reviewed and discussed what they learned about the Dust Bowl from yesterday's documentary.

**April 11, 2019:**Students completed bell work titled, "Just Passing Through," then presented sentence variety mini-lessons. Students then finished their Utopia/Dystopia discussion from yesterday. Next, students shared their background knowledge about the Dust Bowl, and began watching part of the Ken Burns documentary about the Dust Bowl. Lastly, students practiced annotating poems with Utopian/Dystopian themes.

**April 10, 2019:**Students completed a bell work about Buried Treasure, then took a vocabulary quiz, during which time they turned in their

__Animal Farm__texts. Students then completed a passage exercise lesson in UtahCompose. Students then worked in table group to analyze poetry. Next, students met in their book clubs, shared their work, and if necessary assigned roles for the next book club. Lastly, students had a discussion about Utopian and Dystopian societies and literature.

**April 9, 2019:**Students began with bell work about "who vs. whom." Then students presented sentence variety mini lessons, after which students were reminded of good writing habits. Student then completed two passage exercises in UtahCompose.com. Students then worked through analyzing two poems, one with the whole class and teacher, one as table groups.

**April 8, 2019:**Students completed bell work about mummies, then presented sentence variety mini lessons. Students then worked in UtahCompose on various lessons about apostrophes and commas - students summarized their learning in their Writer's Notebooks. Lastly, students met in their Book Clubs, planned the pages they need to read before each book group meeting, got their first roles, and then began reading and preparing for Wednesday's book clubs.

**April 5, 2019:**Students completed a bell work about Water Falls and dangerous feats. Then students participated in a conversation about the challenge question. Students completed lessons in Utah Compose, and summarized their review/learning ni their Writer's Notebooks.

**April 4, 2019:**Students completed a bell work about armor, then worked on lessons in UtahCompose, which they summarized in their Writer's Notebooks. Students took turns presenting Sentence Variety Mini Lessons and had time to catch up on either their reading or writing.

**April 3, 2019:**Students turned in Animal Farm ch. 10 text work and the GMO essays. Then, students took a vocabulary test, after which they noted new vocabulary. Students then learned about subject-verb agreement and summarized their learning, after which students participated in a Socratic Seminar in which students discussed the questions they need to answer in their Animal Farm final essay.

**April 2, 2019:**Students began with bell work about past perfect and past simple text. Then students had a final 25 minutes of class time for the GMO essays, which are due tomorrow at the beginning of class. Next, students worked on

__Animal Farm__- chapter 9 text work was due today, chapter 10 text work is due tomorrow. Lastly, student began typing a draft for a final Animal Farm essay and then brainstormed ideas for the essay with their table groups.

**April 1, 2019:**Students began with bell work about identifying different text structures. Then, in writer's workshop we brainstormed ideas for how to shorten an essay, student then worked on shortening their 6 paragraph essay to 4 paragraphs. Next students read synopsis' of 5 different dystopian novels and ranked their preferred reading selections for upcoming literature circles. Lastly, students had SSR+ to read and work on

__Animal Farm__text work.

********************************************************End of 3rd Quarter*****************************************************************

**March 21, 2019:**Students began with bell work about Bird Migration, then students noted new vocabulary. Students then worked in Writer's Workshop, printed their GMO essays, and annotated their rough drafts as follows: 1) numbered the paragraphs 2) circle key terms and names of people/places/dates 3) underlined the topic sentences, 4) underlined relevant information 5) highlighted the lead in green, 6) highlighted the claim in pink, 7) highlighted proof/evidence in yellow 8) highlighted justification in purple, and highlighted the call to action in blue.

**March 20, 2019:**Students began with a bell about Jumbo the Elephant, then students had SSR+, followed by Writer's Workshop- students need to have a printed rough draft by the end of Writer's Workshop tomorrow.

**March 19, 2019:**Students had a writer's workshop in which they completed the graphic organizer for the GMO argument essay. Then they had time to work on Animal Farm and chapter text work. Lastly, students participated in a Socratic Seminar style discussion about

__Animal Farm__.

**March 18, 2019:**Students began with bell work about dreams. Then students had time for GMO writer's workshop. Students then read an article about current events in Yemen, and in a discussion, connected events in

__Animal Farm__to the situation in Yemen. Then, students worked in SSR+ to read and complete text work for chapter 5 and 6 of

__Animal Farm__.

**March 15, 2019:**Students completed and turned in, or took home for homework, the WWI summary paragraph of their learning. Then students peer graded the Animal Farm Ch. 4 text work with teacher guidance. Student then had time for SSR+. Lastly, students received their GMO information and argumentation graphic organizers and began developing their understanding of GMOs.

**March 14, 2019:**Students completed bell work, then presented the last of the Sentence Variety Mini Lessons. Students then choose to work in either SSR+, Writer's Workshop, or on Extra Credit. With the last part of block, student peer graded WWI menu projects.

**March 13, 2019:**Students completed a bell work activity and then presented Sentence Variety Mini Lessons. Next, students had Writer's Workshop, in which their goal was to print a second draft of the Progressive Era Essay, and have it peer graded. If they liked their self and peer edit scores, they turned in this copy as a final draft, otherwise, they began the editing process again for a third and final draft. Students wrapped up the day with SSR+ in which they read and did text work for

__Animal Farm__. We will peer grade chapter 4 text work tomorrow.

**March 12, 2019:**Students completed a bell work activity, then presented Sentence Variety Mini Lessons. Next, students turned in their WWI menu projects. Students had time to work in writer's workshop getting their Progressive Essay peer and self edits completed, and beginning a new second draft, then students had time for SSR+.

**March 11, 2019:**Students completed and turned in a bell work activity, then noted new vocabulary which will be tested on March 20, but which will be counted on 4th quarter grades. Students then worked on their WWI project for 25 minutes, and then split time between SSR+ and Writer's Workshop.

**March 8, 2019:**Students worked on their WWI projects.

**March 7, 2019:**Students began with a bell ringer about insects and then presented Sentence Variety Mini Lessons. Students then had SSR+ for

__Animal Farm__ch. 4 and text work. Students had the final half of the block to work on the WWI menu project.

**March 6, 2019:**Students began with a bell ringer and then presented Sentence Variety Mini Lessons. Students then had time in Writer's Workshop to finish and submit their communications essay's in UtahCompose.com, and begin the self and peer review / revision process for their Progressive Era essay. Students had the last half of block to work on their WW1 menu projects.

**Students completed a bell ringer and then presented Sentence Variety Mini Lessons. Students then participated in a Socratic seminar focused on chapters 1-3 of Animal Farm. Student had the last half of block to work on their WWI menu project.**

March 5, 2019:

March 5, 2019:

**March 4, 2019:**Students turned in their Progressive Era graphic organizers and rough drafts, then began bell work. Student then presented Sentence Variety Mini Lessons. Next, students had 20 minutes of SSR+. Students then had writer's workshop, in which they finished peer grading the communications essay. Lastly, students began their work on their WWI menu projects.

**February 28, 2019:**Students were reminded of their last homework assignments for the next couple of weeks that are due on Monday. Students began with bell work, and then worked in writer's workshop on their communications essays. Students then finished reading about Utah and WWI, and were introduced to the in-class menu project for next week. Studnets need to provide their own materials for this project. Students then had time for SSR+.

**February 27, 2019:**Students received their RISE testing login information and glued or taped this information into the front cover of their writer's notebooks. Then students worked on their communication argument writing piece. Students then began to read about Utah's WWI memorials and the various contribution of Utahn's to WWI. Student then had 35 minutes of SSR+.

**February 26, 2019:**Students began with bell work, and then continued the writing process for yesterday's argumentative prompt. We then reviewed the 5 strategies to improve sentence variety, and went over the criteria for student mini-lessons. Mini lessons will begin next week in class. Lastly, student had time for SSR+.

**February 25, 2019:**Students began with bell work, and then began an argumentative writing prompt in UtahCompose.com. Students then group read pages 240-249 of

*The Utah Journey*textbook. Students then had time for SSR+.

**February 22, 2019:**Students began with bell work, and then presented sonnets. Students used the remainder of the time for SSR+.

**February 21, 2019:**Students began with a main idea based bell work. Then students presented their sonnets. Students then worked on a pre-reading activity and questions for Animal Farm. Students then had time for SSR+ - either chapter 1 of Animal Farm and the associated text work, or the Grand Canyon book and annotations.

**February 20, 2019:**Students turned in homework and STOPS project. Students began with a bell ringer, and then took a vocabulary test. Students then presented sonnets. After, students reviewed and made a model graphic organizer for argumentative writing. Then, students began planning their argumentative essay. Students checked off chapters 8 and 9 annotations.

**February 19, 2019:**Students began with a bell ringer, then groups gave dictator presentations. Students then worked on their progressive era document packet. Lastly, students read and answered questions about government and economic systems in order to prepare to read

__Animal Farm__.

**February 14, 2019:**Students began with a bell ringer, then groups gave their dictator presentations. Next, students worked on their progressive era document packet both as a whole class and as table groups. We ended the day by reading about the history of Valentine's day and playing Valentine's BINGO.

**February 13, 2019:**Students completed, reviewed and turned in bell work, then read and annotated a text about George Orwell and answered questions, students then worked as groups to read about and answer questions about allegory. Students then added to their Progressive Era notes, and analyzed primary sources. For homework, students need to read and annotate chapter 8 & 9 of the Grand Canyon book, and study the vocabulary for next week.

**February 12, 2019:**Students completed, reviewed and turned in bell work, then students worked as table groups to finish preparing their dictator presentation and PowerPoint, unfinished work is homework, and students need to be ready to present this Thursday. Students then took notes on the Progressive Era, and began to analyze primary and secondary source documents.

**February 11, 2019:**Students had time to work on assignments to prepare for upcoming midterms. Then students worked as table groups to research an assigned dictator and prepare a group presentation. Next, students learned about the Progressive era.

**February 8, 2019:**Students took the SAT 9 quiz, then worked on their comics strips or summaries. Students turned in ch. 6 maps and annotations, and got the chapter 7 requirement and due date.

**Students noted new SAT 10 vocabulary words and definitions. Student then had the rest of the first half of block to work on the Grand Canyon book reading, annotation, and map activity. During the second part of block, students group read part of**

February 7, 2019:

February 7, 2019:

__The Utah Journey__chapter 12 text, then began creating a comic strip of what they read in the text.

**February 5, 2019:**Students worked on "To Build a Fire," and some worked on the Grand Canyon ch. 6 and map activities.

**February 4, 2019:**Students worked on "To Build a Fire." Then we peer graded STOPS 4. Next, students got their sonnets, and sonnet analysis work which is homework. Presentations begin on February 19, which is when the analysis written work is due. Student then addressed and gave me their legislator letters to mail, and the prep work (graphic organizer and 2 drafts) to grade. Students then participated in a Socratic Seminar.

**Students worked in Canvas and turned in their Ch. 5 annotations.**

February 1, 2019:

February 1, 2019:

****

January 31, 2019:Students worked on their letters for the first 20 minutes of class. Students then logged in to Canvas, and completed an assignment on the Grand Canyon Book. Then students began working on an assignment in Canvas for the short story, "To Build a Fire."

January 31, 2019:

**January 30, 2019:**Students had a conversation about knowledge vs. instinct. Students also noted new vocabulary and had time to work on Canvas assignment and the Grand Canyon book.

**January 29, 2019:**Students used a rubric to peer grade the Popular Trends assignment in Canvas. Then students completed the Lake Powell assignment in Canvas. Next, students peer edited legislator letters and began working on a second draft of their letters based off their peer edits. Students then had 30 minutes to read and annotate their Grand Canyon books. Lastly, students began reviewing argument writing via a PowerPoint sent to them to their student email.

**January 28, 2019:**Students took the SRI, then worked on and printed the rough draft of their legislator letters - they must have a printed cojpy in class with them tomorrow. Students then had time to work on their Grand Canyon books, and got the chapter 5 annotations and due date. Some students began taking notes on argumentative writing.

**January 25, 2019:**Students had a workshop day in which they could work on their legislator letter, their reading and annotating, or their Lake Powell Socratic Seminar Prep.

**Students worked on their letters to their representatives. Students also began an assignment in Canvas to prepare for a Socratic Seminar about Lake Powell. Students then had time to read and annotate their Grand Canyon books.**

January 24, 2019:

January 24, 2019:

**January 23, 2019:**Students participated in the Geography Bee, and then had time to work on either their legislator letters or read and annotate their books.

**January 22, 2019:**Students took to common assessments and then had time to work on GeoBee prep, legislative research, or reading and annotating the Grand Canton book, students also checked off their chapter 2 annotations.

****

********************************************************** End 2nd Quarter *****************************************************************

**January 17, 2019:**Students worked on legislative research, reading the Grand Canyon book, and their close readers.

**January 16, 2019:**Students began with reading time for the Grand Canyon book. Then, students had time to research their legislative topic, some students began creating their graphic organizers. Students then worked with their groups to prepare for the Geography Bee.

**Students wrote and submitted a rough draft of "Student Speeches" in UtahCompose.com. Then students continued researching their legislative issue.**

January 15, 2019:

January 15, 2019:

**January 14, 2019:**Students worked to find issues that their state representatives are working on for this legislation period, and began researching a topic they are interested in that they can write to their representatives about. Students completed a graphic organizer for an upcoming utahcompose.com essay titled "Student Speeches."

**January 11, 2019:**Students began by completing and discussing the persuasive graphic organizer. Students turned in their

__book for credit. Next, students completed the Utah Government question and turned them in, and then began working on finding and researching their state representatives - what was not completed in class is homework, due Monday.__

__A Christmas Carol__**January 10, 2019:**Students continued the essay analysis from yesterday, and have the option to revise and edit their Kwanzaa essays- if they take this option revisions are due Tuesday, January 15. Students then began to take notes and create a graphic organizer about persuasive writing. Next, continuing as groups, students began to answer that helped them compare and contrast the US and Utah Constitutions. Students then began reading the classroom book,

__The Promise of the Grand Canyon__.

**January 9, 2019:**Students worked in writer's workshop on their essays are due today at the end of class, or first thing tomorrow. Students then began to edit and a student essay as a group. Next, continuing as groups, students began to answer that helped them compare and contrast the US and Utah Constitutions. Students in 5th/6th period got started reading and annotating our new classroom book,

__The Promise of the Grand Canyon__.

**January 8, 2019:**Students worked in writer's workshop on their essays from yesterday. Then we reviewed upcoming due dates. Students then finished group reading the Utah history chapter from yesterday. Then, continuing as groups, students began to fill out a graphic organizer that helped them compare and contrast the US and Utah Constitutions.

**January 7, 2019:**Students began by researching Kwanzaa and making thinking about how Kwanzaa spirits could impact

__The Christmas Carol__Story. Then they began writing an essay. Next, students began group reading chapter 15 of

__The Utah Journe__y.

**December 21, 2018:**Students worked in writer's workshop, completed and turned in the humbug art metaphor project, and worked on extra credit.

**December 20, 2018:**Students worked in writer's workshop, began a humbug art metaphor project, and some began working on the Close Reader extra credit project.

**December 19, 2018:**Students finished watching the film adaptation, then shared ideas about similarities and differences between the adaptations. Then students began drafting and essay about the adaptations in their Writer's Notebooks.

**December 18, 2018:**Students watched a film version of

*A Christmas Carol*and took notes on to assist them in their writing later this week. The film was stopped after each stave for student group conversations regarding the three adaptations.

**December 17, 2018:**Students presented sentence variety mini-lessons. Students then got into their reader's theatre groups, and finished reading the play adaptation of "A Christmas Carol." Then, as groups, students began to compare and contrast the play and the original text. Students then peer graded the stave 2 and 3 quiz. STOPS due date as January 15 was announced to groups

**December 14, 2018:**Students took the

__A Christmas Caro__l vocabulary quiz, then in groups of 8-10 students began a readers theatre of a dramatization of "A Christmas Carol."

**December 13, 2018:**Students began by taking a quiz. Then students began practicing sentence variety on a utahcompose.com prompt called, "It's Impossible. " Students presented mini lessons on sentence variety, and lastly, students started reading different adaptations of

__A Christmas Carol__.

**December 12, 2018:**Students turned in Christina's World writing prompt if they had not done so yesterday. Then, students took the SAT 8 vocabulary test. Students then had time to work on Stave 4 & 5 to prepare for tomorrows test and text work due date. Students then presented their sentence variety mini-lessons, and after reviewed and some took notes on Sentence variety - specifically looking at the function of dependent clauses. Students then began another UtahCompose.com writing practice "It's Impossible," in which they must have 1 example of each type of sentence variety. Students may write in a word document if UtahCompose.com is being unreasonable.

**December 11, 2018:**Students turned in their fantasy narrative poems, and then worked on reading and text work for stave 4 and 5, due and quizzed on Thursday, December 13. Students began sentence variety mini lessons today. Then students completed the work on Christina's World from yesterday, work not submitted today from this assignment is homework, due tomorrow. Lastly, students played

__A Christmas Carol__Vocabulary Bingo to prepare for their Friday test.

**December 10, 2018:**Students took

__A Christmas Carol__stave 2 & 3 test. Then students worked on a utahcompose.com narrative writing called What is Christina's World, in which they practiced their sentence variety.

**December 7, 2018:**Students worked on their fantasy book narrative poems- anything not completed in class today is homework, due on December 11. Then students made flashcards of their

__A Christmas Carol__Vocabulary - these terms will not be posted on quizlet and will be tested on Friday, December 14.

**December 6, 2018:**Students completed and turned in the Utah Journey Chapter 11 Reviews that they worked on in groups. Then, students completed a sentence variety practice sheet. Students then created a plot chart of their fantasy novel, and then worked to write a narrative poem that summarized the plot of their fantasy novels. Poems need to be 3-5 stanzas long (no more than 10 stanzas for over-achievers), include 2 pieces of figurative language, and are due on December 11 - students will have more time to work on poems in class. For Extra credit, the poem can be written to include a clear end-rhyme scheme. Plot chars and rough drafts were started in writer's notebooks, final drafts should be typed, printed, and figurative language and rhyme scheme labeled.

**December 5, 2018:**Students completed a quiz and then noted new vocabulary words. Students then had time, if necessary, to wrap up yesterdays common assessments. Next, students worked in groups on their Chapter 11 Utah History Review. Lastly, students worked to identify sentence variety and prepare their mini-lessons which will begin next week. Students then had time to read and work on Stave 2 and 3 text work.

**December 4, 2018:**Students completed a two part common assessment. Students who finished worked to identify sentence variety in a text of the student's choice. Then, students peer graded the Carol Stave 1 Quiz.

**December 3, 2018:**Students turned in stave 1 text work and then took the stave 1 quiz. Stave 2 and 3 text work is due on December 10th, and students should expect a quiz about these staves as well. Next, students took notes on how to improve sentence variety, and then had 25 minutes to work on their Fantasy novel essays, due tomorrow. Students then worked as table groups to review the Utah Journey ch. 11 content.

**November 30, 2018:**Students took notes and presented their "Roadblocks to Utah Statehood" projects. Students turned in the notes, then students were able to begin working on Christmas Carol Stave 1 and text work, which is due and quizzed on Monday.

**November 29, 2018:**Students took notes about upcoming homework and due dates - 3/4 block has Charles Dickens research homework due tomorrow. Students peer graded the 3rd STOPS assignment, and the last group of students presented their speeches. Student groups then presented their Chapter 10 information. Student then had time to complete their Roadblocks to Utah Statehood assignment.

**November 28, 2018:**Students turned in their third STOPS assignment. Then, students took their vocabulary test. Following the test, students noted their new vocabulary for next week's vocabulary test. Students then presented speeches. With the remaining time in class students completed the preparation for their chapter 10 PowerPoint Presentations, which students will present tomorrow. Black Hawk War assignments received a grade.

**November 27, 2018:**Students had 25 minutes to complete their Black Hawk War assignment, any remaining work is homework, due first thing tomorrow. Then, students presented speeches. Following speeches, students were grouped to work on a "Roadblocks to Utah Statehood" assignment, and had the remaining time in class to research and create their visual based on their assigned topic. This project will be continued at a later date.

**November 26, 2018:**Students turned in their final fantasy booklets. Then, students worked for the first part of the block on their Black Hawk War assignment. Next, 8 students presented their speeches and turned in their speech research. Lastly, students worked in groups to understand different areas that presented roadblocks to Utah becoming a state.

**November 20, 2018:**Students completed an assignment in Canvas about the history of Thanksgiving, then had workshop time to look at PowerSchool, and collect and work on any missing/late/absent work. Those students with no grades of 0, had the option to work on extra credit.

**November 19, 2018:**Students began by turning in their fantasy booklets, and creating two new booklets, which are due on November 26. Then, students worked on the bias/Black Hawk War assignment. Next, students worked in groups to prepare a roups presentation on a question regarding chapter 10 of

__The Utah Journey__text. Lastly, students analyzed their self and peer grades regarding their poetry recitals, and came up with a plan to prepare for the upcoming speech presentations.

**Students began by working on their fantasy novel booklets. Then students had a final 20 minutes to complete the Bear River Massacre activity- anything not completed in class is homework, due first thing on Monday. Students then continued working on the Black Hawk War / media bias activity.**

November 16, 21018:

November 16, 21018:

**November 15, 2018:**Students began by working on their fantasy novel booklets. Then students had time to work on the Bear River Massacre analysis & activity. Writer's notebook checks continued. Student then had time to work on and research their speeches, due on November 26. Students then began researching how to identify bias in media, and then began working to identify bias in texts about the Black Hawk War.

**November 14, 2018:**Students began by taking vocabulary tests SAT 4 & SAT 5. Then, students noted the new SAT 6 vocabulary words. Then, students peer graded the Utah Mapping Activity. Students then completed the Bear River Massacre activity and had notebook checks during their work time.

**November 13, 2018:**Students make their classwork Ethic Fantasy Booklets for the 11/19 due date. Then students had 30 minutes to work on their Utah War Mapping Activity. Students then reviewed expectations for speeches, and got a text analysis organizer that will be turned in with the speech on the day students present their speeches. Students then recited and peer graded poems. Lastly, students worked on the Bear River Massacre Close Reading activity.

**November 12, 2018:**Students turned in their two fantasy booklets from last week, and received the pages to make into the homework booklet, which will be due next Monday, November 19. Students checked in regarding the poems, which will be recited and peer evaluated tomorrow, and listened to ans watched examples of poetry recitals. Students also checked in with the Mountain Meadows Massacre task - writing will be checked with the notebook check next week. Students shared their opinions of who knew what, and when about the massacre justifying their ideas with evidence from the primary sources. Students then had 25 minutes to work on the Utah War assignment. Students then read about the Bear River Massacre in the textbook, and from a recent Smithsonian article. Students who did not finish reading and annotating the article need to finish it at home and be ready to move on with the text tomorrow.

**November 8-9:**Students noted the additional 10 vocabulary words for the 11/14 test. Students had 15 minutes to work on their fantasy novel booklets, due on 11/12.

**Students completed the Mountain Meadows Massacre activity and began mapping important places during the Utah War.**

**November 7, 2018:**Students worked on their fantasy booklets, and then completed yesterdays primary source document reading. Then students began a writing prompt about their understanding of the Mountain Meadow Massacre. With the second part of the block, students worked on a benchmark assessment.

**November 6, 2018:**Students worked on their fantasy booklets, and then worked to finish reading the secondary source about the Mountain Meadows Massacre. Student then worked in groups to read and annotated 2 primary sources about the Massacre.

**November 5, 2018:**Students had 1/2 of the block to finish their horror essays. Horror essays due first thing tomorrow. Students then noted new vocabulary and got their poem memorization due date, November 12. Students then got the first part of their fantasy text work. Fantasy novels will be complete in thirds, each third due on a Monday, students need to take these pages and make 2 booklets - see study aids and games for picture of how the first 2 booklets should look, these booklets are due in class tomorrow. Lastly, students began reading a secondary source about the Mountain Meadows Massacre.

**Students completed a vocabulary test and then had the remainder of the block for horror essay writer's workshop.**

November 2, 2018:

November 2, 2018:

**November 1, 2018:**Students completed a reflection about their role in the Tell-Tale Trial, then worked on their poetry analysis. Next, students took notes on sentence variety, and then were challenged to begin 3 sentences in their horror essay with prepositional phrases. Students used the remainder of the block on writer's workshop.

**October 31, 2018:**Students finished their Tell-Tale Trials and then practiced their questioning skills by playing a game called, "Stump the Dummy."

**October 30, 2018:**Students began planning and drafting their horror essay. Then students noted in their planners/calendars their fantasy book due date, November 5, the next STOPS is due on November 28. Students also worked on the Tell-Tale Trail, and lastly students began a poetic analysis.

**October 29, 2018:**Students finished the prep for the Tell-Tale Trial and began the actual trial.

**************************************************** End of First Quarter *******************************************************************

**October 26, 2018:**Student groups presented poems, and worked on the Tell-Tale Trial.

**October 25, 2018:**Student groups presented poems, and worked on the Tell-Tale Trial.

**October 24, 2018:**Student groups began presenting their migrant narrative poems. Then, students worked on a constructed response prompt in utahcompose.com called *Zero Chance Colorado River, incomplete work is homework. Students then got their Tell-Tale Trial roles, and began researching and prepping for the trial.

**October 23, 2018:**Students noted new vocabulary, then peer graded the SSQ1 assessments. Students then read and listened to "The Tell-Tale Heart." Students then wrote down three selections for trial roles and turned them in- roles will be assigned tomorrow. Students also answered 3 of 5 questions about the short story in their Writer's Notebooks. Students finished up class by meeting with their immigrant narrative poetry groups for the last time before presentations begin tomorrow.

**October 17, 2018:**Students took the vocabulary test and the first quarter Social Studies common assessment. Then, students had the remainder of the block to work on the visualization assignment. What is not turned in today, is homework, due on Tuesday when we return from Autumn Break.

**October 16, 2018:**Students began by completing and turning in their political cartoons, if students did not turn these in today, they are homework and due first thing tomorrow. Then, students worked on their migrant narrative poems both individually and as groups. Lastly, students worked on "The Masque of the Red Death" visualization project, which was emailed to students. The students had half the block to work on it, and will have half a block (shortened due to assembly schedule) tomorrow, after which the work is homework and due upon return from fall break. Students checked off parts 4-6 of their horror novels.

**October 15, 2018:**Students read "The Babysitter," and then took brief notes about tone and mood in their writer's notebooks. Then, students looked at the first paragraph of the story for GAM, and language usage. Next, students worked as table groups to begin writing narrative poems about their assigned migrant groups. Rough drafts of at least one of the two stanzas should be completed for tomorrow's class. Last, students listed to "The Masque of the Red Death" and took notes on setting -specifically on the rooms of the abbey. For extra credit, students can also work on notes and visualization for either the personified Red Death, or the clock.

**October 12, 2018:**Students completed a CMS common assessment through canvas and newsela.

**October 11, 2018:**Students began by noting new vocabulary. Then students peer graded "The Most Dangerous Game" Map. Students then read about the native american of the cricket invasion, and compared it to the LDS settler perspective of the cricket invasion. Students then began to draw political cartoons emphasizing the differences between the two perspectives.

**October 10, 2018:**Students began with a vocabulary test, then took a survey for the environmental science class. Next, students checked their Raven Poetic Analyses against an online resources, improved their analysis and turned in their work. Next, students began their migrant research. This research is due on Monday, October 15, and a printed or handwritten copy is needed in class that day.

**October 9, 2018:**Students began with 35 minutes to complete their Monkey's Paw point by point expanded essay, if a student did no t finish, the essay is now homework. Then, students took notes on mood and tone and discussed and noted examples. Students then watched the Tree-House of Horror, Simpsons version of "The Raven," and discussed mood and tone.

**October 8, 2018:**Students began by discussing their expert passage notes with the group from "The Monkey's Paw." Then students began writing a rough draft responding to the prompt, "Using point by point compare & contrast writing style, and using your notes, write about both the original text and the short filmed version of “The Monkey’s Paw.” Students will have time to complete this writing tomorrow in class. Next, students listened to Christopher Walken recite, "The Raven" and discussed excellent presentation qualities of his performance. Students then worked on a poetic analysis of "The Raven" as table groups- what wasn't finished by the end of the period became homework, due on Wednesday. Students had the last 15 minutes of class to work on "The Utah Journey" chapter 5 journal entries, this is the last class time available, they are due on Friday. HOMEWORK: students need to have printed copies of a RACES response, a compare & contrast essay and their favorite piece of writing in class first thing on Wednesday for a Writer's Conference. The writing needs to be from this academic year, but can be from any class.

**October 5, 2018:**Students began by watching a film version of "The Monkey's Paw" and taking notes about similarities and differences between the film and the original text. Students then noted an expanded version of Point-by-Point structure compare/contrast writing. Lastly, students worked on their Utah Journey assignments.

**October 4, 2018:**Students began by taking the Geo Terms 3 vocabulary test, and then had more time to work on the chapter 5 history text begun the previous day. Finally, students group read "The Monkey's Paw." When finished reading, students selected a short passage from the text that demonstrated excellent command of Mechanics, Usage, and Grammar. Groups analyzed the work to develop a list of three observations about the authors use of MUG, and three questions about the author's MUG usage.

**October 3, 2018:**Students began by logging into their emails and reading "The Black Cat" by E. A. Poe, and completing text work in their writer's notebooks. Then, students worked on chapter 5 of

__The Utah Journey__.

**October 2, 2018:**Students began by composing a rough draft of a compare/contrast essay on mountain men, then peer edited/revised one another's work. Students checked off and turned in their horror book permission slips & books. They received their homework and due dates for each week of horror study. Students then noted next week's vocabulary words. Lastly, students peer graded last week's adventure novel literary analysis, and turned in their graded essays.

**October 1, 2018:**Students began by finishing reading Richard Connell's short story, "The Most Dangerous Game," and completed the during reading and post reading activities for the text. The map, and any incomplete work are homework, due on Friday, October 5th. High quality is expected, there is a link to an online complete text of the story under the "study aids and games" page. Then, students partnered up with someone else in the class who had researched a different Utah Mountain Man. They traded notes on these Mountain Men. Students then reviewed a handout with examples about two different ways to structure a compare & contrast essay.

**September 27, 2018:**Students completed their 4th quarter discussion, then completed a 3 paragraph literary analysis of the adventure genre, w which was typed in a word document and turned in. Students then had time to complete and submit the UtahCompose.com essay from yesterday. Lastly, students began an activity with the short story "The Most Dangerous Game."

**September 26, 2018:**Students took the Vocab Geo Terms List 2 test. Then had time for Mountain Man research, anything not completed in class yesterday and today is homework, due this coming Monday. Students then took notes on Expository Writing, and then read and article, planned a response and wrote about the "Op-Ed Utah Doesn't Have a Water Problem" in UtahCompose.com.

**September 25, 2018:**Students completed a reflective writing prompt. Then, students noted Geo Terms 3, for the October 3 vocabulary test. Next, students noted qualities that make a good explorer as table groups. Students then took notes on authors purpose. Student then group read chapter 4 of

__The Utah Journey__.

**September 24, 2018:**Students had time to finish any left over work from Friday

**.**Then students worked in their Close Readers on pages 51-54. Students then collected a copy of

__The Utah Journey__, and read chapter 1 and chapter 3, taking notes ONLY on information UNFAMILIAR to them.

**September 21, 2018:**Students began by reading the short story, “The Medicine Bag.” Students then answered questions about the short story, on the last page of the packet, using complete sentences and paragraphs, in their writer’s notebooks. Then, students should get out their Close Readers, working as table groups, students should begin working on the passage 67-74.

**September 20, 2018:**Students began by noting the vocabulary for next weeks test, Geo. Terms 2. Then students had 3rd quarter adventure novel checks and group discussion. Students then began performing their skits. Students wrote a reflective paragraph about the skits, and analyzed writing for voice. Then, students copied down a model text of a RACES formatted paragraph.

**September 19, 2018:**Students began by taking the geography terms 1 vocabulary test, then they completed the UtahCompose essays from yesterday, and used any extra time to catch up on other class assignments. Students then peer graded the STOPS assignment with teacher guidance. Students then had 15 minutes to rehearse their skits, and then had the remainder of class to rehearse their poems and sign up for a before school, during 2nd lunch or after school slot to recite their poems.

**September 18, 2018:**Students began by rehearsing their poems for 10 minutes. Then more students gave their geography term description presentations. Next, students had 20 minutes to rehearse their Native American story skits. Lastly, students read an article and wrote a UtahCompose constructed response. With extra time students studied for the vocabulary quiz, or otherwise worked on class assignments.

**September 17, 2018:**Students began by peer grading SS baseline assessments. Then, students received their Close Readers. Close Readers cannot be replaced, and need to be in class daily. If a student looses their Close Reader, they will receive Os on all Close Reader scores for the remainder of the year. Students also received a parent permission slip for the upcoming Horror Genre Book Study, book selections and permission slips are due October 2. Students brainstormed and wrote partial lists of Utah's Natural Resources, and possible ways to conserve these limited resources. Then, students had time to memorize and rehearse their poems, which will begin presentations this week. Selected students also gave their geography term presentations. Lastly, students worked as table groups to prepare and rehearse skits out of their Native American folklore, legends, or creation stories - students will begin performing their skits at the end of the week.

**September 14, 2018:**Students began by creating a plot chart while listening to a short true story. Then, students received their homework, which is to find and print a Native American folklore, legend, or creation story that belongs to the tribe they researched earlier this year. Lastly, students took the baseline social studies assessment.

**September 13, 2018:**Students began by completing the voice/guessing exercise from yesterday. Then, students completed a self and peer analysis of the RACES Native American comparison and contrasting short answer response. Next, students received their poetry homework. They needed to complete a poetic analysis of 3 of the 5 Utah centered poems. Additionally, they need to memorize one poem and prepare it for a dramatic presentation. Poetry presentations will begin Thursday, September 20th, and the poetic analysis will be turned in this day as well. Students then watched a few example geography term presentations, and asked clarify questions to prepare for tomorrows due date. Lastly, students discussed the setting and plot development of their novels in table groups and had parts 1 and 2 of their novel graphic organizers checked.

**Students began by taking the Figurative Language and Rhetorical Device Vocabulary test, then students composed a rough draft RACES response to the prompt:**

September 12, 2018:

September 12, 2018:

- Using evidence from several different Utah Native American Tribes, cite similarities and differences among the tribes and infer why these commonalities and dissimilarities exist.

**Students began by taking the Utah Map test, after which many students had unstructured time to work on various class assignments. Then, students got into jigsaw Native American grouping and took notes on a conversation about similarities and differences among the 7 Utah tribes. These notes will be used tomorrow in class to format a RACES response to a question.**

September 11, 2018:

September 11, 2018:

**September 10, 2018:**The last of the Native American and introduction presentations were given by students. Then, students noted part of the geographical vocabulary that will be tested on September 19th. Students also received their geographical word, and the descriptive writing assignment that goes along with it, the due date is Friday, September 14. Next, students noted characterization to prep for part 3 of their Adventure novel notes. Lastly, students analyzed their Universal Truth RACES responses, and copied and pasted them into UtahCompose.com. Finally, students had time to study for the upcoming tests.

**September 7, 2018:**Students gave their Native American Group Presentations, then completed and printed a second draft of their Universal Truth short answer response. Students who did not finish the writing took it home for homework and it is due on Monday. Students also received a practice test map.

**September 6, 2018:**Students began with a daily write, and then noted homework: 1) Student release form is due on September 10, 2018. Students also received a partial list of places that could be used as STOPS. Next, students took notes on Utah Geography. Students then worked in groups for 35 minutes to finalize the notes and visual for the Native American Presentations which will begin tomorrow. Lastly, students used their RACES notes to take their Universal Truth rough draft and revise it into a second draft compliant with RACES format.

**September 5, 2018:**Students began with 10 minutes to prepare their presentations, each student then gave their intro. presentation. Students need to take home the rubric, put their name on it, grade themselves, and write a reflective paragraph about what went well and what could improve. The rubric is due tomorrow. Then, students worked for 15 minutes on their Native American group presentation. Students then decided whether they wanted to work on their "Flower Tuft" poetic annotation for homework and turn it in tomorrow, or turn it in immediately. Next, students finished taking notes on RACES short answer response organizational pattern. Then, students took notes on setting and plot structure to assist them with their adventure novel focus areas. The first quarter focus area is setting, the second quarter focus area is plot development. Finally, students used their organizational system to note the following important dates: Tuesday, September 11, students have a Utah Map test, the test will not cover counties, but all other information on the political/physical map A/B activity is fair game for the test. September 12, is our first vocabulary test on figurative language and rhetorical devices. September 19 is when the first STOPS one page report is due. And September 26 is when all four quarters of the adventure novel are due, and the book should be read in its entirety.

**September 4, 2018:**Students began with a daily write, and then collecting information from their presentation partners for tomorrows introduction presentations. Students will have 10 minutes tomorrow to rehearse, and then they will give their presentations. Next, students worked as table groups on their Native American group presentations. Students then peer-graded the political and physical maps from last week. Students received instructions for their Adventure novel homework, reviewed the format and expectations and words for their upcoming September 12 vocabulary test, and lastly began taking notes on the RACES organizational pattern for short answer response writing.

**August 31, 2018:**Students began by completing the universal truth essay from yesterday. Then, students exchanged Native American research notes and sources with their groups. We then reviewed classroom rules and norms. Next, we looked at an example of the STOPS 300 word essay, map, and photo, due on September 19. Lastly, students then worked on and turned in their final drafts of their Name Writing.

**August 30, 2018:**Students began by using several sources to determine a universal truth about communities. Then, students reviewed and asked questions about a year-long project, broken up into several small steps called STOPS (See Two Old Places Soon). Students need to see two old places per quarter, and will have due dates before midterm and end of quarter for each of the total 8 places. The first due date is September 19th. Students will see an example of the short reports tomorrow. Next, students worked on their maps with their table groups.

**August 29, 2018:**Students went to the UMFA. Students then came back to the building, wrote a debriefing of the museum experience. Students in 5th/6th block began some baseline writing called, My Summer as A Movie.

**August 28, 2018:**Students began with a daily write. Then, students read an article about the museum exhibit we will focus on at tomorrow's field trip. Students then took notes on two different forms of poetic annotation, and kept the notes and examples as a model. Lastly, students worked on their name writing, and turned in an edited/revised rough draft before beginning their final draft.

**August 27, 2018:**Students began with a daily write. Then, students reviewed upcoming homework: Children's books that explore community are due in class on Thursday, August 30. The second part of the

__Seedfolks__graphic organizer is due on Thursday, August 30. Native American Group research is due on Friday, August 31. Students need a self-selected adventure genre novel, of appropriate complexity and of a minimum of 200 pages on Tuesday, September 4. Next, students discussed what makes a vibrant community, and similarities and differences among character voices, and listened to part of

__Seedfolks__to further inform their group discussions. Next, working as groups, students began to develop the qualities necessary for our presentation rubric. Lastly, students began writing rough drafts of their name stories in their writer's notebooks.

**August 24, 2018:**Clayton House Party!

**August 23, 2018:**Students received and organized their writer's notebook. Then, students worked individual and a bit as groups to create 2 maps of Utah, one that is primarily a physical map, and another that is primarily a political map. This project was not completed and is not homework, we will finish it up in class next week.

**August 22, 2018:**Students began with a bell ringer. Then, students worked on analyzing the selection from

__The House on Mango Street__. Students reviewed their Utah Place alliteration, and added their alliteration, and the alliterations of others to a map of Utah, and turned in the assignment. Students also turned in their biographies, their name cards, and their personal awards.

**August 21, 2018:**Students reviewed classroom routines, and then analyzed their group map work from yesterday by looking at professional physical and political maps of Utah. Then students finished the "oh the Utah Places You'll Go" activity, and were assigned a place in Utah to write 5 alliterative phrased about. This assignment should be completed on the back of the "Oh the Utah Places You'll Go" activity and is due upon arrival to class tomorrow, Aug. 22. Students also read a selection from

__The House on Mango Street__by Sandra Cisneros. Then they analyzed her story and prepared to write their own name story. For homework, students received the book

__Seedfolks__by Paul Fleischman

__,__students need to read through the end of Sam's story By the time they come to class on Friday, and fill out the graphic organizer for characterization that accompanies the novel.

**August 20, 2018:**Students were introduced to classroom routines for seating, arrival, participation, and unstructured time. Students began an activity called, "Oh the Utah Places You'll Go," and will complete this activity tomorrow. Students also participated in groups to draw maps of Utah with only their background knowledge to help them as a baseline assessment of their knowledge of Utah Studies.