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1.Draw squares on a piece of paper like this one. 2.Find and write the definition from the book. 3.Draw a simple picture that reminds you of the word. 4. Use the word in a sentence.

Options when work is complete play vocabulary games with a partner in the basket on the vocabulary table.

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Teacher 15 minutes

Writing/Grammar 15 minutes

Silent Read/Partner Read

Book Work

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RL.6.1 RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.3  Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

RL.6.4   Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.

RL.6.5  Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.6.6  Explain how an author develops the point of view of the narrator or speaker in a text.

RL.6.9  Compare and contrast texts

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Monday- Read with Group

Tuesday- Read to self

Wednesday- Read with a partner

Thursday- Write questions

Friday - Answer questions with your group

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Day 1 Road Map =Annotate

Day 2. Vocabulary-Vocabulary Squares

Day 3. Word Work (pre-fix, Suffix)

Day 4. . Comprehension

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To summarize how you will annotate text:

1. Identify the BIG IDEA.

2. Underline topic sentences or main ideas.

3. Connect ideas with arrows.

4. Ask questions.

5. Add personal notes.

6. Define technical words.

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Draw a picture of a road.

Write and answer the following Questions

Who?

What?

When?

Where?

Why?

How?

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Somebody. Wants, But, So, Then

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I can can explain how a Narrative text is different from informative/explanatory text.
I relate ideas for narrative writing.
I can add details to make my story more exciting.
I can recognize and correct inappropriate pronoun shifts.

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HOW TO WRITE A NARRATIVE ESSAY - Middle School

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Day 1=prewriting=
EQ: How can you determine which topics are narrative. (x out the informative or explanatory text?
Day 2=  Drafting
EQ: How can you tell if a  paragraph  needs more details?
Day 3= Revising=
EQ: Why is order important in a story?
Day 4= Edit
EQ: How can you tell if a pronoun shifts to an inappropriate pronoun?
Day 5= Publish
How do you use what you learned this week to create an exciting narrative?

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Check out this Poster designed by Ashie Stanley.

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Your Mentor will go to you when it is your Buddy Rotation. You will go over the BT Checklist on Canvas.

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Sign up with Jan for any PD needs you may have and create your stations on Canva. Add your name and what you are interested in learning on the comments below by clicking the plus sign.

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1. Set Clear Objectives: Clearly define the learning objectives at the beginning of the lesson. This provides a roadmap for both you and the students, helping everyone understand what they are expected to learn.

2. Organize Your Material: Structure your lesson in a logical and organized manner. Present information in a sequence that makes sense and follows a natural flow. Use headings, bullet points, and visuals to enhance clarity.

3. Use Clear and Concise Language: Avoid jargon and unnecessary complexity. Use language that is appropriate for your audience's level of understanding. Explain concepts in simple terms before introducing more complex ideas.

4. Check for Understanding: Periodically pause during the lesson to check for understanding. Ask questions, encourage students to ask questions, or use quick quizzes to assess comprehension. Address any confusion or misconceptions immediately.

5. Provide Examples and Analogies: Use real-world examples and analogies to illustrate concepts. Relating new information to something familiar helps students grasp abstract ideas more easily.

6. Incorporate Visual Aids: Visual aids such as slides, diagrams, charts, and graphs can enhance understanding. Use them to supplement verbal explanations and cater to different learning styles.

7. Encourage Active Participation: Engage students through discussions, group activities, and hands-on exercises. Encouraging participation fosters a deeper understanding of the material.

8. Use Varied Teaching Methods: Incorporate a variety of teaching methods to accommodate different learning styles. This can include lectures, discussions, group work, multimedia presentations, and interactive demonstrations.

9. Provide Clear Instructions: When assigning tasks or activities, be explicit in your instructions. Clearly communicate what is expected of the students and any specific steps they need to follow.

10. Summarize and Review: Summarize key points at the end of the lesson and review important concepts. This reinforces learning and helps students retain information.

11. Be Approachable: Create a positive and open learning environment. Encourage students to ask questions without fear of judgment. Approachability fosters better communication and understanding.

12. Adapt to Feedback: Pay attention to feedback from students. If there are common points of confusion, address them in subsequent lessons. Being responsive to feedback improves your teaching effectiveness over time.

Examples: My go to. Stuck in the Mud Activity, Comment on padlets, jam board,

Parking Lot with sticky notes.

1. Anonymous Surveys: Use online survey tools or paper surveys to allow students to provide feedback anonymously. This can help them feel more comfortable expressing their opinions honestly.

2. Exit Tickets: Have students submit a brief written response at the end of each class, summarizing what they learned, any questions they have, or suggestions for improvement.

3. Interactive Whiteboards or Sticky Notes: Use an interactive whiteboard or have students write their feedback on sticky notes. This can be a quick and visual way to gather thoughts during or at the end of a lesson.

4. Thumbs Up/Down: Incorporate a quick "thumbs up" or "thumbs down" check for understanding at various points in the lesson. This provides instant feedback and helps you gauge comprehension.

5. Online Discussion Forums: Create an online platform or discussion forum where students can share their thoughts, ask questions, and provide feedback outside of the classroom.

6. One-Minute Reflections: Allocate a few minutes at the end of class for students to write a brief reflection on the lesson. What did they find interesting? What was challenging? What would they like more clarification on?

7. Peer Feedback: Facilitate peer feedback sessions where students can provide constructive comments to their classmates. This can be done verbally or in writing, depending on the nature of the activity.

8. Digital Suggestion Box: Set up a digital suggestion box where students can submit their feedback or suggestions anonymously. This can be done through online platforms or dedicated email accounts.

9. Gallery Walks: Post specific questions or prompts around the classroom and have students move around, providing their responses. This encourages active participation and diverse perspectives.

10. Student-Led Conferences: Arrange conferences where students can discuss their learning experience, what they enjoy, and any concerns. This more personal approach allows for in-depth conversations.

11. Gamified Feedback: Create a game or quiz related to the lesson content that includes questions about the teaching methods. Use this as an opportunity for students to share their preferences and thoughts.

12. Feedback Folders: Provide each student with a feedback folder where they can submit written feedback regularly. This can include notes about what they enjoy, areas for improvement, and any questions they may have.

13. Reflective Journals: Encourage students to maintain reflective journals where they can document their learning journey, including thoughts on class activities, teaching methods, and areas they find challenging.

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1. Anonymous Surveys: Use online survey tools or paper surveys to allow students to provide feedback anonymously. This can help them feel more comfortable expressing their opinions honestly.

2. Exit Tickets: Have students submit a brief written response at the end of each class, summarizing what they learned, any questions they have, or suggestions for improvement.

3. Interactive Whiteboards or Sticky Notes: Use an interactive whiteboard or have students write their feedback on sticky notes. This can be a quick and visual way to gather thoughts during or at the end of a lesson.

4. Thumbs Up/Down: Incorporate a quick "thumbs up" or "thumbs down" check for understanding at various points in the lesson. This provides instant feedback and helps you gauge comprehension.

5. Online Discussion Forums: Create an online platform or discussion forum where students can share their thoughts, ask questions, and provide feedback outside of the classroom.

6. One-Minute Reflections: Allocate a few minutes at the end of class for students to write a brief reflection on the lesson. What did they find interesting? What was challenging? What would they like more clarification on?

7. Peer Feedback: Facilitate peer feedback sessions where students can provide constructive comments to their classmates. This can be done verbally or in writing, depending on the nature of the activity.

8. Digital Suggestion Box: Set up a digital suggestion box where students can submit their feedback or suggestions anonymously. This can be done through online platforms or dedicated email accounts.

9. Gallery Walks: Post specific questions or prompts around the classroom and have students move around, providing their responses. This encourages active participation and diverse perspectives.

10. Student-Led Conferences: Arrange conferences where students can discuss their learning experience, what they enjoy, and any concerns. This more personal approach allows for in-depth conversations.

11. Gamified Feedback: Create a game or quiz related to the lesson content that includes questions about the teaching methods. Use this as an opportunity for students to share their preferences and thoughts.

12. Feedback Folders: Provide each student with a feedback folder where they can submit written feedback regularly. This can include notes about what they enjoy, areas for improvement, and any questions they may have.

13. Reflective Journals: Encourage students to maintain reflective journals where they can document their learning journey, including thoughts on class activities, teaching methods, and areas they find challenging.

14. Student Committees: Form student committees dedicated to providing feedback on specific aspects of the course, such as content, assessments, or teaching methods.

Remember to express gratitude for the feedback received and communicate how you plan to use it to enhance the learning experience. This helps create a positive feedback loop and encourages ongoing communication between you and your students.

You

positive behavior ideas

ChatGPT

ChatGPT

Promoting positive behavior in the classroom is essential for creating a conducive learning environment. Here are some ideas to encourage positive behavior among students:

1. Classroom Expectations: Clearly establish and communicate classroom expectations at the beginning of the school year. Make sure students understand the rules and consequences for both positive and negative behavior.

2. Positive Reinforcement: Implement a system of positive reinforcement. Acknowledge and reward positive behavior through verbal praise, certificates, small prizes, or a class reward system. Celebrate individual and collective achievements.

3. Classroom Celebrations: Schedule periodic classroom celebrations or rewards for achieving collective goals. This could include a pizza party, extra recess time, or a special activity chosen by the students.

4. Behavior Charts: Use a visible behavior chart where students can move their name or a token for positive actions. This visual representation can motivate students to strive for positive behavior.

5. Classroom Jobs: Assign classroom jobs to students. Having responsibilities fosters a sense of ownership and pride, contributing to positive behavior.

6. Positive Notes or Phone Calls Home: Send positive notes or make phone calls to parents to share good news about a student's behavior or academic achievements. This creates a positive connection between home and school.

7. Peer Recognition: Encourage students to recognize and compliment their peers for positive behavior. This helps build a supportive and positive classroom community.

8. Behavior Contracts: Develop behavior contracts with individual students to outline specific goals and rewards for positive behavior. This can be a collaborative effort involving the student, teacher, and parents.

9. Morning Meetings: Start the day with a brief morning meeting where students can share positive experiences, goals, or appreciations. This sets a positive tone for the day.

10. Mindfulness and Relaxation: Integrate mindfulness and relaxation techniques into the daily routine. This can help students manage stress, improve focus, and contribute to a positive atmosphere.

11. Classroom Decorations: Create a visually appealing and positive classroom environment. Use motivational posters, student artwork, and colorful decorations to make the space inviting and uplifting.

12. Positive Behavior Challenges: Introduce challenges or contests focused on positive behavior. For example, a "Kindness Challenge" where students are recognized for acts of kindness throughout the week.

13. Student of the Week: Highlight a "Student of the Week" and showcase their achievements and positive contributions. This can boost the chosen student's confidence and motivate others.

14. Teach Social-Emotional Skills: Integrate social-emotional learning (SEL) into the curriculum to help students develop skills such as self-awareness, self-regulation, and empathy, which contribute to positive behavior.

15. Restorative Practices: Implement restorative practices to address conflicts and build a sense of community. Encourage open communication and problem-solving among students.

Remember that consistency and positive reinforcement are key to building a culture of positive behavior in the classroom. By creating a supportive and encouraging learning environment, you contribute to the overall well-being and success of your students.

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Dismissal

Bus

Car

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Test Reading during Intevention.

Math BOY

Reading BOY

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Google MeetGoogle Meet is a high-quality video calling app designed to help you have meaningful and fun interactions with your friends, family, colleagues, and classmates, wherever they are. Meet lets you connect in whatever way works for you: Call someone spontaneously, schedule time together, or send a video message that they can see and respond to later. Meet also helps you get things done. It integrates with other Google Workspace apps like Gmail, Docs, Slides, and Calendar and offers a number of features to help you run smooth and engaging meetings, like emoji reactions, recordings, transcripts, and breakout rooms.* Features to forward to: Make spontaneous calls or host meetings with your friends and colleagues, all in one app. Exchange video messages with small groups or one-on-one. Access on any device: Meet works across mobile, tablet, web, and smart devices,** so everyone can join. High quality video: Show up looking your best with up to 4k video quality video***, light adjustment, and stylized backgrounds. Use live sharing to watch YouTube videos, listen to music, and play games together from anywhere in the world. Make your call fun with family friendly features like effects, backgrounds, and reactions. Enjoy one-on-one video calls for up to 24 hours and host meetings for up to 60 minutes and 100 people at no cost. Learn more about Google Meet: https://workspace.google.com/products/meet/ Follow us for more: Twitter: https://twitter.com/googleworkspace Linkedin: https://www.linkedin.com/showcase/googleworkspace Facebook: https://www.facebook.com/googleworkspace/ *Meeting recordings, transcripts, and breakout rooms are available as premium features. See https://workspace.google.com/pricing.html for more details **Not available in every language. ***Bandwidth permitting. Google Meet automatically adjusts to the highest video quality possible based on your bandwidth. Data charges may apply. Check your carrier for details. Specific feature availability may vary based on device specifications.

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I can spell multisyllabic words with a stressed short a syllable.

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Stanley Daily Schedule Section 603
Breakfast 7:30-7:50

Bathroom-(As you enter with pass)

Announcements 8:00

Attendance

INTERVENTION

Break=

Resource: Homeroom

Lunch /Duty

ELA

ELA

ELA

ELA

Dismissal  pack up 3:02

Assembly:

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Text Book-

Spelling: Short a words

Writing: Composition Book

Pen

Pencil

Binder

Highlighter

Chrome book

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What each group will need:

1. McGrawhill- Eleven. Page _____

2. A clean sheet of paper to write answers on

3. Role sheets for each member of the group

4. Pencil

ROLES

1. Discussion Director: This person will help lead the group in the discussion about the think questions on page ____________

Reader: This person is responsible for reading the text out loud to the group. They are also responsible

for listening to the director and stopping when they ask. They must participate in the discussion of the

questions and help answer them.

Paraphraser: To listen to the answer being given by the group and to participate in the discussion of the

question. To restate and paraphrase the answer so the recorder can write it down. Restate the Question in your answer.

Recorder: This person is responsible for listening to the section being read and for writing down the

answer to the question after the group has discussed it and the paraphraser has put it in restated form.

Procedure/ How to: The reader reads a section of the story until the director tells them to stop. The director then

picks a question to ask of the group. The group will discuss it and come up with an answer. The

paraphrasers will restate the question with the answer and the recorder will write it down on paper.

This will go on until the section of text is complete or until the teacher tells the circles to stop. When

time is up, all sheets and role sheets are stapled together with all members of the circles name on them.

DISCUSSION DIRECTOR

Your role today is the Discussion Director. In this role, you help lead the group in a discussion about

the book that helps group members understand and remember what they’ve read. You will find some

question stems below to help you create effective questions, but you do not have to use these as long

as you ask questions that require discussion. They must NOT be answered with “yes” or “no.”

Early Finishers

Question Stems:

1. Why do you think the author had __________ happen in the story?

2. How is _____________alike/different from ___________?

3. If you had been ________, how would you have _________?

4. How did you feel about_______________________?

5. What do you think caused ____________________?

6. How would the story have been different if ___________________?

7. What can you predict will happen as a result of _________________?

8. Do you think_____________ happening will be important later on? Why?

9. What does ________________ remind you of? (person, place, idea)

10. I wonder why_______________?

11. What were you thinking when________________?

12. Do you agree with the actions of ___________? Why or why not?

13. How…… Why…….

Role: Paraphraser

Responsibilities:

1. To listen to the answers given by the group

2. To then restate/paraphraser the answer.

3. To work with the others in the group to finalize the answer for the recorder.

4. To work with the other paraphraser to make sure the answer is complete and ready to

record

Role: Reader

Responsibilities:

1. To read the passage and to ensure that all in the group can hear you.

2. To listen to the director and stop when they ask you to.

3. To talk with the rest of the group in discussion of the question.

4. To ask for help if there is a word you do not know.

5. To listen to the paraphrasers give answers.

6. To assist the recorder in getting the answer on the paper

Role: Recorder

Responsibilities:

1. Listen to the section of the text being read to you by the reader.

2. Participate in the discussion by answering the questions asked by the Discussion

director.

3. Write down the restated question and answer provided by the paraphraser on the

answer paper. (notebook paper)

Role: Discussion Director

1. To stop the reader and ask questions from the director’s page of stems.

2. To write in the director’s page of stems the fill-ins for the questions you come up with.

3. To tell the reader when to stop reading so you can ask the questions.

4. To participate in the discussion of the questions.

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What each group will need:

1. McGrawhill- Eleven. Page _____

2. A clean sheet of paper to write answers on

3. Role sheets for each member of the group

4. Pencil

ROLES

1. Discussion Director: This person will help lead the group in the discussion about the think questions on page ____________

Reader: This person is responsible for reading the text out loud to the group. They are also responsible

for listening to the director and stopping when they ask. They must participate in the discussion of the

questions and help answer them.

Paraphraser: To listen to the answer being given by the group and to participate in the discussion of the

question. To restate and paraphrase the answer so the recorder can write it down. Restate the Question in your answer.

Recorder: This person is responsible for listening to the section being read and for writing down the

answer to the question after the group has discussed it and the paraphraser has put it in restated form.

Procedure/ How to: The reader reads a section of the story until the director tells them to stop. The director then

picks a question to ask of the group. The group will discuss it and come up with an answer. The

paraphrasers will restate the question with the answer and the recorder will write it down on paper.

This will go on until the section of text is complete or until the teacher tells the circles to stop. When

time is up, all sheets and role sheets are stapled together with all members of the circles name on them.

DISCUSSION DIRECTOR

Your role today is the Discussion Director. In this role, you help lead the group in a discussion about

the book that helps group members understand and remember what they’ve read. You will find some

question stems below to help you create effective questions, but you do not have to use these as long

as you ask questions that require discussion. They must NOT be answered with “yes” or “no.”

Early Finishers

Question Stems:

1. Why do you think the author had __________ happen in the story?

2. How is _____________alike/different from ___________?

3. If you had been ________, how would you have _________?

4. How did you feel about_______________________?

5. What do you think caused ____________________?

6. How would the story have been different if ___________________?

7. What can you predict will happen as a result of _________________?

8. Do you think_____________ happening will be important later on? Why?

9. What does ________________ remind you of? (person, place, idea)

10. I wonder why_______________?

11. What were you thinking when________________?

12. Do you agree with the actions of ___________? Why or why not?

13. How…… Why…….

Role: Paraphraser

Responsibilities:

1. To listen to the answers given by the group

2. To then restate/paraphraser the answer.

3. To work with the others in the group to finalize the answer for the recorder.

4. To work with the other paraphraser to make sure the answer is complete and ready to

record

Role: Reader

Responsibilities:

1. To read the passage and to ensure that all in the group can hear you.

2. To listen to the director and stop when they ask you to.

3. To talk with the rest of the group in discussion of the question.

4. To ask for help if there is a word you do not know.

5. To listen to the paraphrasers give answers.

6. To assist the recorder in getting the answer on the paper

Role: Recorder

Responsibilities:

1. Listen to the section of the text being read to you by the reader.

2. Participate in the discussion by answering the questions asked by the Discussion

director.

3. Write down the restated question and answer provided by the paraphraser on the

answer paper. (notebook paper)

Role: Discussion Director

1. To stop the reader and ask questions from the director’s page of stems.

2. To write in the director’s page of stems the fill-ins for the questions you come up with.

3. To tell the reader when to stop reading so you can ask the questions.

4. To participate in the discussion of the questions.

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Music Monday: I pick a song and you analyze the lyrics, pay attention to figurative language and symbols.

Tell it Tuesday: Tell what each of your vocabulary words mean to a friend.

Walt Disney Wednesday: We watch a quick scene of a Disney Movie and write a quick response. Example (What do you think will happen next? How did the characters respond to ________?

Think about it Thursday:

Get in the author's brain? Point of view. Feelings about the subject ect.

Friday: First Chapter Friday