1. 6TH GRADE ELA- Benchmark Unit 2- Unit 2 – Determining Importance/Sequence
Reading Bookmark- Individual Reading - Due 10/28
Benchmark – Sequence –Sequence Chart
Focus Board – Genre/ Reading Strategy/ Vocab Words/Grammar
Plot Structure Lesson + Notes + Video + Practice
Read aloud – “A Year Down Yonder” - Journal response
October 21
8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies
Cnn 10 journal Response
Colony Advertisement Project – Due at the end of the hour on Tuesday
INDEPENDENT WORK – DURING GUIDED READING
Daily Language Review
Fragments Packet
Plot Diagram Story W.S.
Guided Reading Groups Intro

2. October 22 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies
6TH GRADE ELA – Benchmark Unit 2- Determining Importance/Sequence
Reading Bookmark – Individual Reading
Benchmark – Realistic Fiction-”Shells”- Identify Text Structure
Weekly Article -Paired Reading– “Dutch Windmills” Read 1
Read aloud – “A Year Down Yonder” - Journal response
October 22
INDEPENDENT WORK – DURING GUIDED READING
Daily Language Review
Run-ons W.S.
Nouns- Concrete/Abstract Due Today
Plot – Plot your favorite movie in your notebook
Focus Board Vocab. Write it in notebook – organize, conclude, tension
Guided Reading Groups – Red, Yellow, Blue
8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies
Project due Today
Chapter 3 Section Worksheet

3. October 23 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies
6TH GRADE ELA – Benchmark Unit 2 - Determining Importance/Sequence
Reading Bookmark – Individual Reading
Benchmark – Realistic Fiction-”Shells”- Identify Text Structure
Weekly Article -Paired Reading– “Dutch Windmills“ – Read 2
Personal Narrative Intro – Songs – Journal response
Read aloud – “A Year Down Yonder” - Journal response
October 23
8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies
Samuel Adams + Patrick Henry
Political Cartoon- mayflower + No Taxation
INDEPENDENT WORK – DURING GUIDED READING
Daily Language Review
Run-on Sentences W.S.
Focus Board Vocab. Use it in a sentence – organize, conclude, tension
To Map a Story W.S.- Due Today
Guided Reading Groups- Orange, Green, Blue

4. Realistic Fiction Realistic Fiction is ______________________.
The purpose of realistic fiction is to __________________.
What kinds of settings do the stories take place in?
What does at least one character have to deal with ?

5. October 24 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies
6TH GRADE ELA – Benchmark Unit 2 -Unit 2 – Determining Importance/Sequence
Reading Bookmark – Individual Reading
Benchmark – Realistic Fiction – “Shells”
Weekly Article -Paired Reading– “Dutch Windmills” – Read 3
Personal Narrative
Read aloud – “A Year Down Yonder” - Journal response
October 24
INDEPENDENT WORK – DURING GUIDED READING
Daily Language Review
Run-on Sentences W.S.
Focus Board Vocab. Sketch it –organize, conclude, tension
Plot – “What to do with Fido”- Due Today
Think about it Thursday- Free Write
Guided Reading Groups – Purple, Yellow, Green
8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies
Toward Independence – Reading + Interactive Notebook

6. Free Write - Think about it Thursday!
What would the world be like without internet?

7. October 25 8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies
6TH GRADE ELA – Benchmark Unit 2 -Determining Importance/Sequence
Reading Bookmark – Individual Reading
Benchmark – Realistic Fiction- “Shells”
Weekly Article -Paired Reading– “”– Quiz
Subject/Predicate, Fragments, and Run-on Quiz
Personal Narrative
Read aloud – “A Year Down Yonder” - Journal response
INDEPENDENT WORK – DURING GUIDED READING
Daily Language Review due
Fragment/Run-on W.S. Due Today
Friday Free Write – Bullying
Plot – “Ayden’s Day at the Lake” Due Today
Focus Board Vocab. Teach it – organize, conclude, tension
Guided Reading Groups- Red, Orange, Blue
8TH GRADE SOCIAL STUDIES- Chapter 3- The English Colonies
Toward Independence – Reading + Interactive Notebook

8. Friday Free Write
Write “Bullying” at the top of your page

9. Guided Reading Groups – Hours 1-2
Blue
Eric
Tue
Rody
Sama
Alijah
Green
Jonah
Earl
Abbigale
Sumera
Antonio
Orange
Meron
Alexis
Mina
Mary
Marita
Red
Gisele
Sydney
Natania
Reven
Rina
Purple
Serena
Koussay
Filip
Gabbi
Mark

10. Guided Reading Groups – Hours 4-5
Blue
Amya
Raghid
Massara
Noor
Green
Giancarlo
Salen
Nickolas
Alvera
Chanell
Orange
Myla
Amilia
Isaac
Nora
Helya
Yellow
Desmond
Leon
Tahrima
Mirna
Gurleen
Red
Odelia
Chloe
Jaylin
Azia
Maryam
Purple
Natale
Mishelle
Alina
Nusrath
Andrew

11. 6th Grade ELA Weekly Learning Targets
RL.6.5 -I Can:
 Define theme  Define setting
 Define plot
 Explain how a particular part of a literary piece moves the story along
 Explain how a particular part of a literary piece develops the theme
W I Can:
 Write a narrative paper
 Develop a narrator and/or characters
 Develop a plot  Use dialogue
 Use transitions  Use descriptive
 Vocabulary and sensory language
 Provide a conclusion
W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
I Can:
 Develop grade-level appropriate writing
RL.6.3- I Can:
 Describe the series of events that are part of a plot
 Describe how a character changes throughout the story
 Define resolution

12. 6th Grade ELA Weekly Learning Targets
L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.*
I Can:
 Demonstrate proper usage of the eight parts of speech in writing and speaking
 Use pronouns in the proper case
 Use intensive pronouns
 Correct inappropriate use of pronouns
 Correct unclear pronouns
 Find and correct mistakes in own and others’ writing and speaking
L Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
I Can:
 Use grade appropriate words and phrases
 Find the meaning of unclear vocabulary words

13. 6th Grade ELA Weekly Learning Targets
SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
I Can:
 Participate in one-on-one discussions
 Participate in group discussions
 Participate in teacher-led discussions
 Prepare for a discussion
 Follow rules for discussions
 Ask questions of my group members
 Respond to questions posed by my group members
 Summarize the group’s discussion
 Understand others’ perspectives