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.

Writing/Grammar 15 minutes

Silent Read/Partner Read

Book Work

Tuesday- Read to self

Wednesday- Read with a partner

Thursday- Write questions

Friday - Answer questions with your group

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 

Day 2. Vocabulary-Vocabulary Squares

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

Day 4. . Comprehension 

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.

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.

Bus

Car

Math BOY

Reading BOY

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:

Spelling: Short a words

Writing: Composition Book

Pen

Pencil

Binder

Highlighter

Chrome book

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.

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.

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