**NELP**

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

*Coriolanus*4.1Hello All,

I hope that you are all healthy and safe. What an adventure in which we find ourselves. I'm looking forward to continuing our academic development online, and finding new ways to be complex thinkers and problem solvers.

Canvas assignments are up and running. My "office hours" will be from 1:00pm-2:00pm Monday - Friday. Please email me, or send me a message in Canvas, or attend the zoom meetings during my office hours if you need any additional help, have questions, comments, or concerns.

Further, please attend our weekly class zoom meetings as often as possible.

Remember, due dates are a general guideline for you and and to help me, but there will be no penalties for late work while we are conducting class online.

Modules in Canvas labeled "mandatory" are required, and those labeled "enrichment" are available for you as an option, but are not required.

Best Wishes,

-Anna Christiansen

You need a strong system of organization in this class. If you have a system that works for you, that's great, keep it. If your organization skills are weak, I would recommend the following for NELP LA / SS. A one inch, 3-ring binder, with about 80 sheets of loose leaf paper, and 8 dividers, labeled as such: Vocabulary, Writing, Reading, Poetry, U.S. History, Civics, Group Work, Homework (you may want to print a monthly calendar for this section). I would also recommend a large 3- ring zipper pocket in which students can put their writer's notebooks.

*************************************Until further notice, see Canvas for all class work.*******************************************************

**March 12, 2020:**Students began with 35 minutes to finish and turn in their What to the Slave analysis, what they did not complete in class is homework, due March 16. The due date for ch. 6-9 annotations was extended to March 16 as well. Students then participated in the March Madness Poetry competition. With the remaining time, students created a rough draft of their argument essay.

**March 11, 2020:**Students began with time to read and annotate ch. 6-9 of the Douglass book. Then, students participated in March Madness Poetry, after which they began reviewing words from roots list 3 using a Freyer model. Lastly, student had time for writer's workshop during which they used a graphic organizer to plan their essay.

**March 10, 2020:**Students began with time to read and annotate ch. 6-9 of the Douglass book. Then, students participated in March Madness Poetry. Students then had time to being studying roots list 2 to review for the upcoming master test. Lastly, students analyzed a complex argumentative essay prompt, and began reading materials to prepare to write a response to the prompt.

**March 9, 2020:**Students had 15 minutes to rehearse and remember news skits before performing them. We began our March Madness Poetry competition by discussing three haiku's. Then, students had time to read and annotate ch. 6-9 of the Douglass book. Chapters 6-9 are due on Friday, March 13.

**March 5, 2020:**Students worked in groups on their News presentations which have the following expectations:

1) Work as groups to complete your news skit.

2) You need to email me your PPT to display on the board by Sunday evening at the latest- earlier is welcome.

3) Remember to figure out what, if anything you need to do for homework.

4) You need to be prepared to present on Monday.

5) You need to have rehearsed as a whole group, and individually.

6) You will have 15-20 minutes for a final rehearsal on Monday.

7) Divide up your topics amongst your members and research those topics

8) The presentation must be between 5 and 10 minutes

9) You should provide graphics in the form of a Power Point which will show up behind you on the Smart Board

10) Every person must participate

11) Provide a commercial which fits the time period

12) You may have a script in front of you as you present the news

13) You may dress up if you’d like

**March 4, 2020:**Students had 15 minutes to review vocabulary before their quizzes. Then, students worked on their What to the Slave packets. For the last half of block, students worked in groups on a News Skit. Skits should be ready to present on Monday of next week.

**March 3, 2020:**Students took the District Civics test, then worked on the Frederick Douglass What to the Slave assignment. Students then began the March Madness Thesis Statement Competition. Lastly, students worked on the Jeffersonian Era packet as groups. What they did not finish is homework, due first thing on Thursday.

**March 2, 2020:**Students worked as table groups to complete and turn in Chapter 2-5 text work for Life of a Slave, and then took the ch. 2-5 quiz. Students who finished both began working on the "What to the Salve" text work. Those who did not finish ch. 2-5 need to complete the text work and turn it in tomorrow at the beginning of class.

**February 28, 2020:**Students in first/second block attended an assembly. Students in fourth/fifth block spend the first 25 minutes on What to the Slave is the fourth of July, and the second half of block working on Frederick Douglass text work for chapters 2-5. Seven

**February 27, 2020:**Students worked in table groups reading, noting, creating poetry and answering questions about the Jeffersonian era. This packet is not homework, we will work on it again in class next week.

**February 26, 2020:**Students began with a vocabulary test, and then worked on an turned in a task about Jefferson's Inaugural address. Students have 2 vocabulary lists to work on for next week. Then, students worked on Elections 1895 & 1800 in Canvas, and submitted their work. With the remaining time, students began an analysis of Frederick Douglass' speech, What to the Slave is the Fourth of July.

**February 25, 2020:**Students had time for SSR+, and then worked in Canvas on an assignment called Washington's Farewell Address which was submitted for grading. Next, as a class, we reviewed the civics test as practice for Thursday's examination.

**February 24, 2020:**Students worked as table groups on text work for the introduction and chapter 1 of the Douglass autobiography. Then, students took the intro- students turned in this packet before they left, some students took this home to complete.. Then students took the intro and chapter 1 quiz. Students ended class with SSR+ time to read or complete and turn in the text work.

**February 20, 2020:**Students presented their pre-reading posters and content. Then students listened to the children's book

__Frederick's Journey__. Lastly, students received their consumable novel,

__The Narrative of the Life of a Slave__, and autobiography by Frederick Douglass, which they will annotate and began reading. Student's had time to begin reading the preface, and need to have read and annotated the preface and chapter 1 by Monday, in order to be prepared for the first test on this book.

**February 19, 2020:**Students began by taking this week's vocabulary test, and received the vocabulary words for next week's quiz. Then, students had 15 minutes to finish and turn in their Cornell notes from the textbook. Lastly, students worked on their group presentations that will begin tomorrow.

**February 18, 2020:**Students worked on their Cornell notes on pages 266-292 of the

__Call to Freedom__textbook. Then students worked as table groups to read, annotate, and answer questions about the Supreme Court and Judicial Review. Lastly, students began working in groups on their Frederick Douglass pre-reading group presentation, which will take place on Thursday in class.

**February 13, 2020:**Students worked on assignments to prepare for the upcoming Civics test.

**February 12, 2020:**Students took a vocabulary test and got their new vocabulary words. Students finished the Bill of Rights activity, and then worked on various assignments to prepare for the upcoming Civics test.

**February 11, 2020:**Students completed and turned in the DBQ argument essay graphic organizer. Then students worked in writer's workshop to finish and turn in the biographies they wrote. Students began an activity to learn about the rights granted by the Bill of Rights.

**February 10, 2020:**Students completed and turned in their poetry, then worked on the DBQ argument essay graphic organizer. Students had half the period for writer's workshop.

**February 7, 2020:**Students had the block to work on their biographies.

**February 6, 2020:**Students began working as table groups to finish and t urn in the DBQ. Then, students worked on their poetry assignment. Lastly, students worked on their biographies. Those who finished and bound their biographies worked in Lexia.

**February 5, 2020:**Students began by taking the vocabulary quiz. Students received their new vocabulary words. Then, students worked on their poetry assignments, which are not yet complete and do not yet have a due date. Student then worked in table groups on the DBQ. Lastly, students reviewed the order and needs for their final biography, and had writer's workshop time to help them meet their writing goals. Most students worked on the aboutthe author page and the thank you page during writer's workshop.

**February 4, 2020:**Students began working as partners to annotate 2 supplemental texts for the DBQ on the Grand Compromise, students kept these articles to help them in the future on the DBQ. Students continued to work as partners to analyze poetry, this is process will continue and the work does not yet have a due date. Students had the last half of block to work on Writer's Workshop. Due dates for the biography project were reviewed during class.

**January 30, 2020:**At the students request, students had the whole block for writer's workshop during which time they need to be completing the editing and revising process to come up with a complete final draft of their biography.

**January 29, 2020:**Students began by working on the DBQ. Students finished the written work for pages 12-15, and then compared annotations for documents 1-6 with the teacher model. Then, students took notes on a gallery walk, and then used their notes as evidence on four different short answer response questions. Lastly, students completed a poem analysis in the Silver literature text book, the title of the poem is "Blue-Butterfly Day," by Robert Frost.

**January 28, 2020:**Students had the first half of block for writer's workshop, during which time I checked in on their goals. Then, students worked on the Grand Compromise DBQ.

**January 27, 2020:**While working in writer's workshop, students turned and and displayed their gallery timelines in the classroom. In writer's workshop students began exploding the moment, blending story kernels and phase bios, and adding transitions, intros and conclusions. Students wrote 5 goals they would like to accomplish in writer's workshop by the end of this week. Then, students peer graded SSQ2 assessments.

**January 24, 2020:**Students had the block (shorter than usual due to career day activities) to work on their gallery timelines, which are due on Monday.

**January 23, 2020:**Students had 15 minutes to double check and submit their work for Bio-Check 3 before peer grading. Then, students reviewed the rubric for the SSQ2 assessment before taking the assessment. Students turned in their assessment when done, and began working on creating their gallery timelines.

**January 22, 2020:**Students took the roots 14 vocabulary quiz, and then received roots 15 words for next week. Students then had 50 minutes to work in writer's workshop to prepare for tomorrow's bio check three due date/peer grade. Lastly, students worked as a whole class on the Grand Compromise DBQ. HOMEWORK: collect and bring everything you will need to put together your gallery timeline: cut out shapes, string, timeline blurbs, etc. Bring to class tomorrow. See photo of examples to help you prepare for creating one in class.

**January 21, 2020:**Students began with writer's workshop and were able to see and take notes for expectations regarding the formal cover page, informal cover page, and dedication page. Then, students learned about the process by which MLK's birthday became a holiday.

**January 17, 2020:**Students began with a Canvas assignment called Choice Bio Assignment 1, which is due today. Then, students watched and asked questions about a demonstration of merging/blending phase bios with story kernels. Then students had workshop time.

**January 16, 2020:**Students began by taking two vocabulary quizzes. Then, students had writer's workshop time, and elected to remain in writer's workshop for the whole block.

**January 15, 2020:**Students completed an activity in groups called outlining the constitution, which they turned in for credit. Next, students read and annotated the first 3 pages of a new DBQ packet. Next, students read articles in UpFront Magazine. Lastly, students read and annotated an article about the lawyers who will defend Trump in the impeachment trial, this article was also turned in for credit.

**January 14, 2020:**Students began dissecting the constitution. They need to memorize and recite the preamble to me sometime between January 16th and February 13th. Students worked as group and individually to complete and turn in the 'anatomy of the constitution' packet. Then, we discussed conclusions before students had time for writer's workshop.

**January 13, 2020:**Students took the Rise Benchmark Argumentative Writing A test.

**January 10, 2020:**Students worked on and turned in their Articles of Confederation editorial plan, rough draft, political cartoon rough draft and final draft. Those who did not finish took the assignment home and will need to turn it in on Monday.

**January 9, 2020:**Students spent the first part of class in writer's workshop, and then spent the last half of block planning and writing a rough draft editorial about the Articles of Confederation.

**January 8, 2020:**Students worked in Writer's workshop after a discussion of the rest of the Biography project and expectations. Then, students checked off their selected reading biographies, and noted guidelines and the due date for the biographies they are reading. Lastly, students took Cornell style notes on the Articles of Confederation.

**January 7, 2020:**Students received 2 news sets of vocabulary and had 30 minutes to begin their study for next weeks vocabulary tests. Then, students finished presenting their VIP Revolutionary Person to their groups, and turned in their work. Students then worked as groups to read and annotate a passage called "The Story of the Constitution." Students continued working as groups to develop 4 questions about the passage that would require RACES format responses. Then, working as individuals, students wrote a summary of their understanding of the reading. With remaining time, students worked in writer's workshop.

**January 6, 2020:**Welcome back! Students were reminded of procedures, policies, and expectations. Students were also reminded of the deadline this Wednesday. Students then took the Reading Inventory test, and had time for writer's workshop to prepare for Bio Check 3.

**December 20, 2019:**Students finished and turned in their collages, and then worked on the Canvas introductions, which are due tonight, and then worked on extra credit.

**December 19, 2019:**Students voted to spend the day on collages, and extend the due date for Introductions to tomorrow. Tomorrow student swill have a choice of working on introductions or working to complete and turn in their collages.

**December 18, 2019:**Students began by taking a counseling center survey, and then took the Roots 11 vocabulary test. Students had the remainder of the first half of block to work in writer's workshop on intros and bio check 3. For the last half of block, students began working on a collage for the book My Brother Sam is Dead, along with their table group. The rules for the collage are: 1) no words, only symbols and pictures. 2) a section on character's perspectives on the Revolutionary War, 3) a section on the theme of the book, and 4) a section on text to text, self, or world connections. I have provided magazines from which to find visuals, posters, scissors, colored pencils, and glue, any additional materials that groups want they must provide tomorrow and Friday. Collages are due at the end of the block on Friday. Students also put in their planners that they need to have a 300+ page biography to read by January 8th, when they will show me their selection and get it approved.

**December 17, 2019:**Students began with a practice page of sentence variety which was turned in upon completion. Then, students discussed upcoming due dates, and what they need to accomplish over winter break (3rd and final interview and notes for Biography, and find a 300+ page biography to read, more details to come). Due to high absenteeism among performing arts groups, we postponed finishing the VIP revolution presentations and notes until tomorrow. Students then had the rest of the day to work in writer's workshop completing introductions and getting started on Bio-Check 3, which is detailed in Canvas.

**December 16, 2019:**Students had writer's workshop for half the block to work on writing introductions. Then, students peer graded bio-check 2, consolidated notes on VIP research, turned in research notes, and began VIP presentations.

**December 13, 2019:**Students had workshop time and a choice of what to work on: VIP research, Bio-Check 2, or Brother Sam. With the other half of class, students work on developing plans for introductions using graphic organizers.

**December 12, 2019:**Students had the first half of block to work on either VIP Research or Bio-Check 2. Then, students read several examples of introductions, identified writing strategies that writer's use in introductions, and began to think about how to apply these strategies to their own biographies.

**December 11, 2019:**Classes were highly disrupted by fine arts assemblies today. While in class, students completed and turned in a proofreading practice, and then had time to work on Brother Sam and/or VIP Revolution Research.

**December 10, 2019:**Students began by turning in their Brother Sam ch. 5-8 text work. Then students had time to research their Revolutionary VIP. Next, students finished exploding the moment from yesterday's practiced, and turn in the work. Student then began revising and exploding the moment in the Bio Story Kernels. Students then had bio-check workshop time, and Brother Sam workshop time.

**December 9, 2019:**Students had time to finish and turn in work from last week, and then completed a text work assignment called, "Was it Treason?" Students then practiced exploding the moment techniques, after which they had time to work on their upcoming bio-check. lastly, students worked on Brother Sam reading and text work.

**December 6, 2019:**Students finished and turned in Commander in Chief, and began a similar exercise with new texts called, "The King Who Lost America."

**December 5, 2019:**Students had the first 1/3 block to finish the activities from yesterday and they turned in their work. Students then had 25 minutes to work on their VIP American Revolution research. With the remaining time, students analyzed texts and answered questions for an assignment called "Commander in Chief."

**December 4, 2019:**Students continued working on guided notes for the American Revolution. Then, had time to read or complete text work for

__My Brother Sam is Dead__. Next, students began an American Revolution Webquest.

**December 3, 2019:**Students had 20 minutes to read and work on text work for

__My Brother Sam is Dead__. Then, students finished taking Sentence Variety Notes, and turned them in. Next, students peer graded Bio-Check 1, and then received research assignments and began working on the Revolutionary Person Research project. Lastly, students noted the due date for the December Bio-Check, which is 12/13.

**December 2, 2019:**Students had 20 minutes to read and work on text work for

__My Brother Sam is Dead__. Then, students work on exploding the moment writing techniques which include adding details about who, what, where, when, why and how, and sensory details. Then, students gave famous speech presentations. Next, students began taking notes about sentence variety.

**November 26, 2019:**Students had 20 minutes to work on their Thanksgiving Poem imagery, what they didn't finish is homework, due on Dec. 2nd. Students then completed an internet scavenger hunt on the Declaration of Independence. Next, students turned in their copy of

__To Be a Slave__, and the accompanying text work, and got a copy of

__My Brother Sam is Dead__, and that text work, and had time to read.

**November 25, 2019:**Students began by working on their CSI Salem packets. What they didn't finish in class is homework, due December 5th. Next, students filled in guided notes on the American Revolution and watched two short biographies on Washington and Baron Von Steuben. Lastly, students read Thanksgiving poems, analyzed two stanzas for imagery, sensory language, and personal connections, and then began creating an image to explore those stanzas.

**November 22, 2019:**Students began working on their CSI Salem packets and having their chapter 3 text work for To Be a Slave graded. Then, students had 15 minutes to work on preparing their speeches. Lastly, students activated their background knowledge about the revolutionary by trying to fill in the blanks on guided notes with the help of their table groups.

**November 21, 2019:**Students began by turning in their ch. 2

__To Be a Slave__text work, and received them back after they were graded. Students then worked on the CSI Salem packet for 25 minutes- they will have more class time to work non and complete these later. Students then took notes on the final causes of the Revolution (pt. 2 Causes of the Revolution Notes) and turned in their notes for a grade. Lastly, students analyzed more Youth TED talks speeches in preparation for the upcoming classroom speeches.

**November 20, 2019:**Students began by taking their vocabulary test. Then, students had time to work on the

__To Be a Slave__reading and text work. Next, students participated in the final two round of the Geography Bee. Then, students completed their notes on causes of the American Revolution, and turned them in. Next, students analyzed a youth TED talk using the rubric they are graded on for presentations.

**November 19, 2019:**Students had 30 minutes to work on their Refugee assignment, then students noted their

__To Be a Slave__text work and book return due dates, also listed above and posted in PowerSchool. Then students had 20 minutes to read and work on

__To Be a Slave__text work. Students then participated in classroom rounds 4 & 5 of the Geography Bee. Lastly, students took notes on the "Road to the Revolution."

**November 18, 2019:**Students had 15 minutes of class time to work on their upcoming Canvas Bio Check. Then students worked on wrap up questions for

__Refugee__in Canvas. They will have more time for this tomorrow, and is due on 11/25. Then, students selected their speeches which need to be memorized and ready to present on 12/2. Students had a few minutes to read the beginning of

__To Be a Slave__, and took notes on their text work for chapter 1 which is due on 11/20. Students participated in the first 3 rounds of the school Geography Bee, and then had time to write notes about due dates in their planners.

**November 15, 2019:**Students finished reading Refugee, if they had already finished reading refugee, they read a book of their choice. Then, students began working on their bio check in Canvas- and received some handouts in class to help them prepare for the Canvas bio-check.

**November 14, 2019:**Students began by reading

__Refugee__or a book of choice for 25 minutes. Students will have 30 minutes to read tomorrow, at which point they need to have finished reading the book. Books can be checked out after school tonight and returned tomorrow before school if students need extra reading time tonight- as per the announcement in class. After reading, students analyzed and reflected on their Social Studies Baseline Assessment, and then took the Social Studies First Quarter Assessment. Students peer-graded the baseline assessments and turned in the new assessments stapled on top of the old assessments. With free time, students read, or worked on the CSI Salem packet.

**November 13, 2019:**Students began by taking the Roots 9 vocabulary quiz, and then working on their new vocabulary, roots 10, for next week. Students then read

__Refugee__for 30 minutes. Students then read and annotated a passage, answered questions, and wrote a rough draft editorial about Olaudah Equiano.

**November 12, 2019:**Students read

__Refugee__for the first 30 minutes of class, and then switched to writer's workshop. In writer's workshop students peer edited one another's work before beginning to type their final draft in Canvas. What they did not complete in class today is homework, due on 11/15. Lastly, students added to their triangular trade Cornell notes.

**November 11, 2019:**Students worked on the DBQ rough draft for the first 20-25 minutes of class- whatever they did not finish on the rough draft is homework, due tomorrow. Next, students had time to silently read

__Refugee__. Lastly, students took Cornell Notes on Triangular Trade.

**November 8, 2019:**Students worked on the DBQ argument rough draft for the first 25 minutes of class. Then students presented skits and noted an area of strength in presentations, an area of weakness, and a strategy to combat their area of weakness. Students then worked on their story kernels, which are due on Wednesday, the 13th. Students who had extra time finished class by reading

__Refugee__.

N

**ovember 7, 2019:**Students began by silently reading

__Refugee__. Then, students developed 2 story timelines and story kernels, with an option to begin a 3rd story kernel. Next, students participated in an in-class debate, after which they began a rough draft of their DBQ argument essay in their writer's notebooks.

**November 6, 2019:**Students took their vocabulary quizzes, and then completed a district SEL survey. Then students had time to review and study their new vocabulary. Students then performed skits and prepared for their upcoming Anne Hutchinsen DBQ.

**November 5, 2019:**Students began by writing a first-person narrative life of a refugee rough draft + in Canvas. Then, students began presenting skits as groups. Lastly, students worked on the Anne Hutchinson DBQ packet and prepared for a debate on Thursday.

**November 4, 2019:**Students began by reading Refugee for 25 minutes. Students had the remainder of the first half of block to work on their final rehearsal with their groups for tomorrow's skits. Lastly, students worked on the Anne Hutchinson Banished DBQ.

**November 1, 2019:**Students had half the block to work on their weird/scary story assignment, and the other half to begin reading

__Refugee__.

**October 31, 2019:**Students had half the block to work on their weird/scary story assignment. The text and instructions are in Canvas, but the graded project is a group skit performed in class next week. Then, students worked as a class to annotate and understand visual documents 3 & 4 of the Banished DBQ.

**October 30, 2019:**Students began by getting new vocabulary words, Roots 7 and Roots 8. These words will be tested next Wednesday. Then, students were introduced to the Biography assignment, the first step of which is due on Friday, November 1. Students then completed and turned in a Contributor to the Community Reflection. Students then started the Lamb to the Slaughter reading and comprehension assignment on Canvas. The text is available on Canvas, the written portion needs to be completed in the Writer's Notebooks. This is due on Friday. Lastly, students worked as a class with teacher guidance to understand and annotated visual documents 1 and 2 on the Banished; Anne Hutchinson DBQ.

**October 29, 2019:**Students took the Fall Writing Informational A benchmark exam.

**October 28, 2019:**Students got new seats. Students began by spending 15 minutes finish up the CSI Roanoke document and argument activity, this assignment was turned in today. Then, students worked to finish and turn in the "City on a Hill" metaphor and history lesson, which was also turned in. Lastly, students reviewed the work of a historian and began the Anne Hutchinson DBQ (Document Based Question) assignment.

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

**October 25, 2019:**Students finished their "The Interlopers" text work and turned it in, and watched a short Claymation version of the short story. Then, students finished the block by working on their CSI Roanoke packet. They will have 15 minutes on Monday to complete the packet before it needs to be turned in.

**October 24, 2019:**Students worked on the CSI Roanoke packet for half the block. Then students worked on understanding the upper, middle and lower colonies and turned in their work. Lastly, students spent more time with the "city upon a hill" text work- this was only turned in if a student was done, otherwise we will work on it next week.

**October 23, 2019:**Students had 20 minutes to work on the CSI Roanoke packet and then recited poems. Then, we learned more about the Protestant Reformation which in part drove the Puritans to come to North America, we then looked at the Puritan belief of the "city upon the hill" and began to look at how that piece of figurative language shaped the future of the US.

**October 22, 2019:**Students began work on a CSI Roanoke documents packet. Then, students read a short story called "The Interlopers," and began some text work as table groups. Finally, students presented poems.

**October 16, 2019:**Students took the Roots 6 quiz in Canvas, and then finished and turned in the Colombian exchange graphic organizer from yesterday. Students then presented poems, and finished and turned in their final projects for The Pearl. Those who had extra time got ahead on missing/late/absent/extra credit work for the end of the quarter.

**October 15, 2019:**Students began presenting poems, and then worked on reading and filling out a graphic organizer about the Colombian exchange. Students had 30ish minutes to work on their final project for The Pearl.

**October 14, 2019:**Students practiced poems with table groups and offered feedback for 10 minutes. Then, students received a handout of how to write a ballad including examples, and began to write their own rough draft of a ballad that narrated their own American Dream. Students began reading chapter 6 of The Pearl, and had 30 minutes to read. Next, students logged in to upfront magazine and read and completed a graphic organizer about impeachment and checks and balances. The graphic organizer was turned in when completed.

**October 11, 2019:**Students completed the explorer/leader activity and turned it in. Then, students completed chapter 5 The Pearl questions in Canvas.

**October 10, 2019:**Students took the vocab roots 5 quiz. Then, students read and discussed the ideas for the lyrics to three songs that explore the American Dream, after which they discussed their own American Dream ideas in a Canvas assignment. Next, student had 10 minutes to rehearse their poem recitals which will begin on the 14th of the month. Lastly, students finished ranking their leader/explorers.

**October 9, 2019:**Students completed and submitted the Canvas assignment called "The Pearl Chapter 5." Then, students noted roots 6 vocabulary for next week. Then, students had a group discussion about the American Dream and its context in society today. Lastly, Students got the homework assignment to read chapter 6 of the pearl by Friday, Oct. 11.

**October 8, 2019:**Students had 10 minutes to finish and turn in their history of impeachment timelines. Then, students continued their explorer assignments by ranking explorers from best to worst based on their bios and accomplishment, using the qualities of explorer and leadership lists to guide their thinking. Then, students had time to work on and complete chapter 4 questions from The Pearl, and begin reading chapter 5.

**October 7, 2019:**Students began by working on the history of impeachment assignment as table groups. Then, students began to brainstorm and discuss qualities of a good explorer, and qualities of a good leader. This activity will continue into the week. Lastly, students began to read chapter 4 of

__The Pearl__and need to finish reading chapter 4 as homework tonight.

**October 4, 2019:**Students researched the history of impeachment as table groups and created a timeline of impeachment.

**October 3, 2019:**Students began with a reflection about the benefits of the peer editing/revising process. Then students had time to start reading chapter 3 of

__The Pearl__. Then, students had time to being a CANVAS assignment about the first three chapters of

__The Pearl__. What students did not finish in class in homework, due on Monday via CANVAS. Students then synthesized the texts they have read regarding the American Dream, American Culture, etc.

**October 2, 2019:**Students began by taking the vocabulary tests. Then, students received and had a bit of time to review the new vocabulary words for next week. After vocabulary, students completed a self-directed learner reflection and goal, which was then turned for a grade. Students then partner-read 2 articles about a current events topic regarding the Emma Lazarus poem"The New Colossus." Students then read articles about the "American Dream" and used their reading from the day to write a passage in their writer's notebooks titled, "American Dream Connections to The Pearl." What they did not complete in class became homework, and is due tomorrow.

**October 1, 2019:**Students first worked on their PERSIA/Refugee assignments as table groups and turned in their 1/2 sheet of notes. Then, students reviewed and practiced counterarguments/rebuttals, and reviewed and practiced call to action. After this review, students finished the peer editing portion of writer's workshop and began their final drafts, which are due in Canvas on Friday.

**September 30, 2019:**Students worked on an assignment about refugees that was emailed to their student email account. Students will have time to finish this lesson tomorrow during class. Students also had time for peer-editing and revising essays today during Writer's Workshop.

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September 26, 2019:Students worked on and turned in the final drafts of their "I Am" poems, some students took them home to complete, and will need to turn them in first thing on Monday. Then, students began to analyze, revise, and edit their Tom Sawyer Argument rough drafts, these drafts were turned in with a rubric. Lastly, students had time to begin reading

September 26, 2019:

__The Pearl__. They need to read the first 2 chapters by Monday. While they read they should think about what the "America Dream" is, and then make text to world connections between the novel and the concept.

**September 25, 2019:**Students completed and turned in (or took home for homework) the rough draft of their argumentative Tom Sawyer essay about whether or not Tom matured over the course of the novel. Then, students worked peer revised and edited their "I Am" poems, and began to work on a final draft. Lastly, students noted their new vocabulary for next week's vocabulary test. For the foreseeable future, all vocabulary tests will be multiple choice. Students need to know words, definitions, usage, and language of origin.

**September 24, 2019:**Students worked on a packet called "What is an American" as table groups, then read a short story in the Collections textbook called, "My Favorite Chaperone." Students also had a mini lesson about banned books presented by the librarian.

**September 23, 2019:**Students got a new seating chart, and then discussed what they knew about writing summaries and conclusions. Students then discussed whether or not Tom Sawyer had matured over the course of the book, and summarized their conclusions and evidence for Tom's maturity or lack thereof. Students then read several examples of "I Am" poems, got the guidelines for writing their own "I Am" poems, and began to write a rough draft of their own "I Am" poem. Students should come prepared with final draft materials on Wednesday and Thursday (i.e. colored paper, visuals, etc.)

--------------------------------------------- 1st Quarter Midterm ---------------------------------------------------------------

**September 20, 2019:**Students wrote creation stories as table groups. Stories were turned in at the end of the block.

**September 19, 2019:**Students turned in their reading responses. Students did a 1st quarter midterm reflection in their writer's notebooks, and then finished up the Lexia assessments.

**September 18, 2019:**Students took the Roots 2 Quiz on Canvas, then students had time read. Next, students worked as table groups to find non-examples of the PRs and Mindsets in the Tom Sawyer book. Then, students logged back on to their computers, and worked the the Lexia Word Study and Grammar placement tests.

**September 17, 2019:**Students began by reading and annotating several creations stories from a variety of Native American nations. Then, students spend time watching me complete a peer-grade model, and peer grading a classmates Social Studies Baseline Assessment.

**September 16, 2019:**Students began by completing Friday's Tom Sawyer/Performance Result activity. Then, we reviewed the expectations for mid-term work being turned in by Wednesday at 3:30. Students then took the Lexia Comprehension reading test. When students were done with the assessment, they had time to work on Tom Sawyer, study this week's vocabulary, and/or check PowerSchool to see what, if anything, they needed to work on for midterms. At the end of class we reviewed the expectations for the Tom Sawyer Reading Responses which are due this Thursday at the beginning of class.

**September 13, 2019:**Students developed criteria for each of the six Performance Results, and a working definition for Growth Mindset and Fixed Mindset. Students then used their definitions and criteria to identify places in Tom Sawyer where characters display the qualities of the Performance Results, and the different mindsets.

**September 12, 2019:**Students began by logging in to Canvas and completing the Tom Sawyer chapter 16-20 comprehension questions. Then, students collected the Social Studies Baseline assessment, which they completed and turned into the basket. Students then had workshop time to work on vocabulary, Tom Sawyer Reading responses, etc.

**September 11, 2019:**Students took the US Maps test and the Roots 1 vocabulary tests. Then students noted new vocabulary.

**September 10, 2019:**Students reviewed yesterdays learning by reading their summaries aloud to their group. Then, students marked a text titled, "Who is an American?" Then, students did their best to annotate a sonnet, and a political cartoon. After the annotation, they completed an analysis graphic organizer for the political cartoon. Lastly, students began to develop a family tree. The family tree is homework, due on Thursday.

**September 9, 2019:**Students gave their ABC of Culture presentations. Then, in groups, students discussed what is American. Then students compared and contrasted their idea of what is American to what they learned about the Native American's they researched. In writer's notebooks, students summarized their lists, comparisons, etc.

**September 6, 2019:**Students mailed their El Paso Letters. Then student worked in groups to finish their presentations. Lastly, students had time to complete and submit their T.S. Storyboards and plot summaries - what was not completed in class is homework, due first thing on Monday.

**September 5, 2019:**Students stamped and wrote return addresses on their El Paso letters and turned them in. Then students analyzed poetry that shared themes with the classroom novel. Students then had the remainder of the block to work on preparing for their group ABCs of Native American Regional Culture presentation.

**September 4, 2019:**Students began by taking the figurative language vocabulary test, then noted next weeks vocabulary. Students then answered 9 comprehension questions about Tom Sawyer. Students had time to work on the ABCs of culture, what they didn't finish in class today is homework, due tomorrow. Student had time to work on a task of their choice for the last 20 minutes of class: ABCs of Culture, Map Practice for the upcoming test, studying vocabulary, or reading.

**September 3, 2019:**Students read pages 10-16 of the

__Call to Freedom__textbook. Then in groups they were given a geographic region, and selected a tribe within that region to research, using the ABCs of Culture as a guide for their research. Students had about 35 minutes to research their tribes. Next, students completed text work for Tom Sawyer and participated in a discussion about the text.

**August 30, 2019:**Students took the RI reading test, then began working on a grammar exercise regarding the "Cub Pilot" reading from yesterday. If students did not finish the packet, is is homework, due first thing on Tuesday. Students who finished had time to get ahead on their reading.

**August 29, 2019:**Students had time to work on their maps in preparation for the upcoming test. The class discussed the Mississippi Watershed address, and wrote cinquains about the river. If these were not completed and turned in they are homework, due tomorrow. Then students finished their headline introduction presentations and wrote a brief reflection on the quality of their work. We then discussed dialect and applied it to our classroom novel. Next, students partner read a passage called Cub Pilot on the Mississippi by Mark twain to further explore dialect, and students ended class by working in Canvas on the Figurative Language assignment.

**August 28, 2019:**Students completed the U.S.A. map peer grade. They should keep their maps to study for the upcoming test, as well as for reference throughout the rest of the year. Student then had 30 minutes to self edit, peer edit, and email me a final draft of the El Paso letter. Student then continued presenting their Headline Introductions. Students received their vocabulary terms (figurative language) which will be tested next Wednesday. Students turned in their reading responses, and received the focus (tone and mood) for chapters 5-9, which is due on September 3. Students then had 15 minutes in class to begin reading and composing a RACES response to an article titled, "Mark Twain, Humorist." What they did not finish is homework, due tomorrow.

**August 27, 2019:**Students went to the library for library orientation for half of the block, during the other half of the block, students began pretension their Headline Introductions. Students also began peer-grading the U.S.A. maps.

**August 26, 2019:**Students read a brief biography of Mark Twain, then learned or reviewed RACES strategy for writing short answer responses, and practiced a RACES response using evidence from the article to practice a RACES paragraph answering the questions, "What shaped Mark Twain's writing?" Students reviewed, then familiarized themselves with the reading response page, received their books, and noted their first Tom Sawyer due date (8/28). Next, students quickly reviewed colloquial terms in chapter 1-4 of the book, and then listened to an audio-book recording of chapter 1. Lastly, students received a checklist of how they will be graded on their headline presentations, and had about 10 minutes to work on any classwork of their choice.

**August 23, 2019:**Students organized themselves into a different seating chart. Then, students found partners they didn't know well, interviewed them, listened to pieces of their writing, and then came up with headlines about their partner they interviewed.

**August 22, 2019:**Students organized themselves into a seating chart. Then students worked on their USA maps, what they did not finish in class is homework, due Monday, August 26 first thing. Students then worked on a piece of writing about an injury they have had, and then started thinking about the qualities of a good headline. Students have homework: they need to write a letter of compassion and kindness to a student in El Paso, Texas, rough drafts are due on Monday.

**Students organized themselves by height for today's seating chart. Then students wrote a passage in their writer's notebook where they explained what people and pets make their home a home. Next, students analyzed the maps they had made yesterday, discussed and listed qualities that all maps should have, and began working on creating a new map from which to study for an upcoming test. Students ended class by thinking about and beginning to write about either an embarrassing moment or a personal achievement. The writing passages from the day are homework due tomorrow at the beginning of class, if students did not finish in class.**

August 21, 2019:

August 21, 2019:

**August 20, 2019:**Students organized themselves into a new seating chart using cooperative group participation and leadership skills and complex thinking and problem solving. Students then got into groups of 3 and drew a map of the U.S. to the best of their ability using no other resources than they brains, crayons, paper, and instructions. Next, students received and organized their composition notebooks and wrote a descriptive passage about their favorite location in the U.S.

**August 19, 2019:**Students organized themselves into a temporary seating chart by birthday, and shared a unique fact about themselves. Students went over the Open Disclosure and Computer Agreement. Students then discussed the meaning of their assigned cliche and wrote about a personal connection they made to the cliche. Students were introduced to the norms of Clayton Middle School via a school-wide PowerPoint.