OBJ: Edit and Revise an expository essay
INST: Using Google Classroom, students revise their “friendship” expository essay. Students color code essay with one color for: thesis statement, topic sentence, example, explanation, one color for each. Students will add the missing parts of the essay based on the color-coding.
Product: Expository essay – color coded
HW: Independent Reading – CommonLit “At the Head of Her Class, and Homeless” (Due Wednesday)
Library
TEKS: E1.8A,E1.9A,E1.9A,E1.Fig19B
OBJ: Students understand and analyze literary text.
INST: Whole group – discuss similarities and differences of three of Steinbeck’s works (Of Mice and Men, Chrysanthemums and Johnny Bear). Students have the choice to write a comparison essay of two of the pieces or an analytical essay of one of the pieces. Students begin brainstorming.
Product. Discussion, notes, brainstorming
HW: “50 Literature Passages” 1-5 due Wednesday
t
u
e
s
d
a
y
TEKS: E1.8A,E1.9A,E1.9A,E1.Fig19A,B
OBJ: Edit and Revise an expository essay
INST: Students print color-coded essay. Project anonymous essays to view and critique as a group.
Product: Expository essay – color coded
HW: Independent Reading – CommonLit “At the Head of Her Class, and Homeless” (Due Wednesday)
Library TEKS: E1.8A,E1.9A,E1.9A,E1.15AE1.Fig19B
OBJ: Students write comparative or analytical essay
INST: Students use Google classroom to write a rough draft of their essay.
Product: essay rough draft
HW: “50 Literature Passages” 1-5 due Wednesday
W
E
D
N
E
S
D
A
Y
TEKS: E1.8A,E1.9A,E1.9A,E1.Fig19A,B
OBJ: Write an expository essay
INST: Using Google Classroom, students write an expository essay. Prompt- More concerned for others. Model for students with teacher written essay, color coded.
Product: Expository rough draft
HW: Independent Reading – Common Lit - “Excerpt From Peter Pan – When Wendy Grew Up”
(Due Friday)
TEKS: E1.8A,E1.9A,E1.9A,E1.15AE1.Fig19B
OBJ: Students write comparative or analytical essay
INST: Students use Google classroom to write a rough draft of their essay.
Product: essay rough draft
HW: “50 Literature Passages” 5-10 due Friday
T
H
U
R
S
D
A
Y
TEKS: E1.8A,E1.9A,E1.9A,E1.Fig19A,B
OBJ: Write an expository essay
INST: Using Google Classroom, students write an expository essay. Prompt- More concerned for others. Model for students with teacher written essay, color coded.
Product: Expository rough draft
HW: Independent Reading – Common Lit - “Excerpt From Peter Pan – When Wendy Grew Up”
(Due Friday)
TEKS: E1.8A,E1.9A,E1.9A,E1.15AE1.Fig19B
OBJ: Understand literary connections across genres.
INST: Students read “Taming the Bicycle” by Mark Twain. Annotate text while reading and keeping in mind the occasion of the piece. Discuss the text structure of the piece. Use SOAPSTone strategy to begin analyzing the text. Discuss analysis whole group.
Expository prompt: Concern for others. Students brainstorm, and plan expository essay.
Product: Complete SOAPSTone, rough draft
HW: “50 Literature Passages” 5-10 due Friday
F
R
I
D
A
Y
TEKS: Fig.19 A, B
OBJ: Students share their final expository essay during Author’s Chair.
INST: Students practice public speaking and active listening skills; provide critique to peers after they have read their composition. Students practice reading fluency, pacing and voice while reading their composition.
Product: Completed composition presented via Author’s Chair.
TEKS: E1.8A,E1.9A,E1.9A,E1.15AE1.Fig19B
OBJ: Understand literary connections across genres.
INST: Students read “Taming the Bicycle” by Mark Twain. Annotate text while reading and keeping in mind the occasion of the piece. Discuss the text structure of the piece. Use SOAPSTone strategy to begin analyzing the text. Discuss analysis whole group.
Expository prompt: Concern for others. Students brainstorm, and plan expository essay.
Product: Complete SOAPSTone, rough draft
HW: “Taming of the Bicycle” Questions
