ELA Digital Agendas
Content Standard(s) CCSS.ELA-LITERACY.RL.6.1, 2, 4 CCSS.ELA-LITERACY.W.6.1.B CCSS.ELA-LITERACY.W.6.10 CCSS.ELA-LITERACY.SL.6.1 Learning Objective(s) I can read A Long Walk to Water and define words in context and answer text dependant questions by using the text and restating the question, answering the question, and providing a citation. I can learn/review parts of speech by completing activities on www.noredink.com. 1. Do Now Students will respond to the following prompt (turned in with their chapters 1/2 student guide): Do you feel getting an education is important? How can an education change your life? What are the consequences of not being educated? 2. Whole Class
3. Collaborative
4. Independent
5. Closure/Exit Ticket
6. Homework
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Content Standard(s) CCSS.ELA-LITERACY.RL.6.1 CCSS.ELA-LITERACY.RI.6.1-4 CCSS.ELA-LITERACY.W.6.4 CCSS.ELA-LITERACY.SL.6.1 Learning Objectives I can build background knowledge to prepare for A Long Walk to Water by learning about Sudan and how the people were affected by the civil war. 1. Do Now
2. Whole Class Students will discuss the civil war in Sudan that resulted in the Lost Boys and their journey to refugee camps in Ethiopia and Kenya https://vimeo.com/26288723 http://nationalgeographic.org/activity/god-grew-tired-of-us-the-lost-boys-of-sudan/ 3. Collaborative
4. Independent Students will complete the assigned Achieve3000 article (Lost Boys of Sudan) Students will work on a focus area in Summit if done with the Achieve3000 article 5. Closure/Exit Ticket
6. Homework
Wednesday, October 26, 2016 Content Standard(s) Learning Objective(s) I can demonstrate my understanding of grade-level reading/writing by completing the NWEA English assessment. 1. Do Now Students will review testing environment expectations 2. Whole Class NA 3. Collaborative NA 4. Independent Students will complete the NWEA Reading Assessment If done, students can silent read or complete the early finisher activity 5. Closure/Exit Ticket What did we feel comfortable with from the test? Where do we feel we struggled? 6. Homework Homework packet due Friday Content Standard(s) CCSS.ELA-LITERACY.RL.6.1 CCSS.ELA-LITERACY.RI.6.1-4 CCSS.ELA-LITERACY.W.6.4 CCSS.ELA-LITERACY.SL.6.1 Learning Objective(s) I can build background knowledge for A Long Walk to Water by learning about the world’s water crisis. I can review elements of English by taking notes on focus area playlists and showing what I know by taking the content assessment. 1. Do Now Go over homework turned in on Friday-- readela packets 2. Whole Class
Where is the water crisis occurring? What is impacted by the water crisis? What are some examples of things that women and children miss out on by spending time gathering water? What makes the walk to get water challenging? What could happen if someone drinks contaminated water? Who is most affected by germs from dirty drinking water? What are solutions to the water crisis?
3. Collaborative
4. Independent Students will work on a focus area in Summit and request a content assessment when ready (can show notes)-- name on board to request 5. Closure/Exit Ticket
6. Homework
Content Standard(s) CCSS.ELA-LITERACY.SL.6.1, 2 CCSS.ELA-LITERACY.L.6.1-3 CCSS.ELA-LITERACY.RI.6.1-4 Learning Objective(s) I can review grammar elements by working through focus areas and by reviewing on www.noredink.com. I can score a 75% or higher on an Achieve3000 article by annotating the text and by going back to the text to help answer the questions. I can show what I know about Mesopotamia by creating a presentation with a partner. 1. Do Now Others vs each other’s practice on www.noredink.com 2. Whole Class
3. Collaborative Students will work on ABC’s of Mesopotamia-- see google classroom for example and see the history digital agenda from October 17th for history 4. Independent
5. Closure/Exit Ticket What is the difference between an adjective and an adverb? 6. Homework
Content Standard(s) CCSS.ELA-LITERACY.SL.6.1, 2 CCSS.ELA-LITERACY.L.6.1-3 CCSS.ELA-LITERACY.RI.6.1-4 Learning Objective(s) I can learn the difference between adjective and adverb by taking notes and identifing the words in sentences. I can show what I know about math, ela, and science areas by working through focus areas and passing the content assessments. 1. Do Now
2. Whole Class
3. Collaborative NA 4. Independent Students will choose from the following:
5. Closure/Exit Ticket
6. Homework
Content Standard(s) CCSS.ELA-LITERACY.W.6.1, 4, 5, 9 CCSS.ELA-LITERACY.RL.6.1-3 CCSS.ELA-LITERACY.SL.6.1 CCSS.ELA-LITERACY.L.6.1-3 History 6.2 Learning Objective(s) I can peer edit a friend’s explanatory essay by looking for mistakes in spelling, capitalization, punctuation, and grammar. I can learn new information about Mesopotamia by working on the History Alive interactive notebook and the Mesopotamia information packet. 1. Do Now
2. Whole Class
3. Collaborative
4. Independent
5. Closure/Exit Ticket
6. Homework
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