APEX ELA (Period 3) Assignments

Monday 4/30/18  TNReady Testing

Tuesday 5/1/18  Romeo and Juliet Act One; WWW List 20 Quiz 5/9/18

Wednesday 5/2/18  Romeo and Juliet Act Two; WWW List 20 Quiz 5/9/18

Thursday 5/3/18  Romeo and Juliet Act Three; WWW List 20 Quiz 5/9/18

Friday 5/4/18  Field Trip; WWW List 20 Quiz 5/9/18

Monday 5/7/18  Romeo and Juliet Act Four; WWW List 20 Quiz 5/9/18

Tuesday 5/8/18  Romeo and Juliet Act Five; WWW List 20 Quiz tomorrow

Wednesday 5/9/18  Romeo and Juliet  TEST; WWW List 20 Quiz

Thursday 5/10/18  Scope Article “Phoenix Farm” & “The Myth of the Phoenix”

Friday 5/11/18  Scope Article “Stinky Pits” & “The Science of Smell”

Monday 5/7/18  Romeo and Juliet Act Five (read the new Abbreviated version on schoology in addition to the text we have been reading in class; WWW List 20 Quiz 5/9/18;  Romeo and Juliet test tomorrow and Wednesday

Tuesday 5/8/18  Easy CBM testing; Romeo and Juliet TEST; WWW List 20 Quiz tomorrow

Wednesday 5/9/18  Romeo and Juliet TEST; WWW List 20 Quiz

Thursday 5/10/18  Scope Article “Phoenix Farm” & “The Myth of the Phoenix”

Friday 5/11/18  Scope Article “Stinky Pits” & “The Science of Smell”

Monday 4/2/18  CAB testing; HW:  WWW List 19 quiz Friday (4/6/18)

Tuesday 4/3/18 CAB testing; HW:  WWW List 19 quiz Friday (4/6/18)

Wednesday 4/4/18 CAB testing; HW:  WWW List 19 quiz Friday (4/6/18)

Thursday 4/5/18 CAB testing; HW:  WWW List 19 quiz Friday (4/6/18)

Friday 4/6/18  WWW List 19 quiz

Monday 3/26/18 IXL J.1; Romeo & Juliet Short Video Quiz; Case 21 Review for Part 1 using Quizizz; HW:  Cast of Character Test on Wednesday; Note Cards due to Schoology by Thursday

Tuesday 3/27/18 IXL J.2; In Paper Citation Lesson; HW:  Cast of Character Test tomorrow; Note Cards due to Schoology by Thursday

Wednesday 3/28/18 IXL J.3; Cast of Character Test; Note Cards due to Schoology tomorrow

Thursday 3/29/18 IXL J.4; Note Cards due today

Monday 3/5/18 Cumulative writing assignment-Rough Draft in class—due in Schoology tomorrow for peer review; Final draft due Wednesday

Tuesday 3/6/18 Peer editing in class for cumulative writing; final draft due tomorrow

Wednesday 3/7/18 Cumulative writing due in class; IXL S.1, R.4 (up to 90%)

Thursday 3/8/18 IXL S.2, R.1 (up to 90%); Read Scholastic article “Blood, Smoke, and Freedom”

Friday 3/9/18 IXL P.3, O.1 (up to 90%); Complete Joseph’s Letter from “Blood, Smoke, and Freedom”

Monday 2/26/18  Bellwork  IXL P.7; First read:  A Long Walk to Freedom; Complete think questions and 2 reviews and submit; WWW List 18 quiz on Thursday

Tuesday 2/27/18  Bellwork IXL S.5;  Quick write:  Mandela; 8-12 sentence response-submit to schoology; WWW List 18 quiz on Thursday

Wednesday 2/28/18  Bellwork IXL K.4; Kahoot review for WWW list 18; peer review quick write; WWW List 18 quiz tomorrow

Thursday 3/1/18  Bellwork IXL N.7; WWW List 18 quiz; Cumulative writing graphic organizer due tomorrow at end of class-submit to schoology

Friday 3/2/18 Cumulative writing graphic organizer due today at end of class-submit to schoology

Monday 2/19/18  Out of School

Tuesday 2/20/18  Bellwork:  IXL R.2 & S.3;  Case 21 Benchmark Test; HW:  WWW List 18 test on March 1

Wednesday 2/21/18  Bellwork:  IXL  O.3 & A.8; Complete Case 21 Benchmark Test;  HW:  WWW List 18 test on March 1

Thursday 2/22/18  Bellwork:  IXL  P.3 & L.3; Nelson Mandela Webquest; HW:  WWW List 18 test on March 1

Friday 2/23/18  Bellwork:  IXL  M.1 & O.2; Nelson Mandela Webquest; HW:  WWW List 18 test on March 1

Monday 2/12/18  Bellwork:  IXL F.1-F.2 (up to 90%); Webquest for Gandhi on Schoology due Thursday; HW:  WWW List 17 Quiz on Wednesday

Tuesday 2/13/18 Bellwork:  IXL F.3-F.4 (up to 90%); WWW List 17 Review; HW:  Webquest for Gandhi on Schoology due Thursday; WWW List 17 Quiz on Wednesday

Wednesday 2/14/18 Bellwork:  IXL F.5-F.6 (up to 90%); WWW List 17 Quiz TODAY;  Webquest for Gandhi on Schoology due Thursday; WWW List 17 Quiz on Wednesday

Thursday 2/15/18  Bellwork:  IXL F.7-F.8 (up to 90%); Webquest for Nelson Mandela on Schoology due Tuesday

Monday 2/5/18 Power-Assessment Bellwork #1-2; Complete the Close Read Chart; final product due Wednesday-submit to schoology

Tuesday 2/6/18 Power-Assessment Bellwork #3-4; Peer review/peer score of narrative; Blast: Hunger Strikes; First read of “Eulogy for Mahatma Gandhi”; HW:  Answer “Think” questions 1-4

Wednesday 2/7/18 Power-Assessment Bellwork #5-6; Share answers to “Think” questions;
SS Skill: Central or Main Idea

Thursday 2/8/18 Power-Assessment Bellwork #7-8; Close read of “Eulogy for Mahatma Gandhi”; Complete Skills Focus questions (one paragraph response per group on posters)

Friday 2/9/18 Power-Assessment Bellwork finish; Gallery walk of paragraphs
Peer feedback on paragraphs (sticky notes); Revise in groups

Monday 1/22/18 Take the Harriet Tubman ch 1-5 Quiz; Class spelling bee; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad; Study WWW List 16; Harriet Tubman ch 6-11 Quiz Wednesday, January 1/24/18

Tuesday 1/23/18 In small groups, discuss the Harriet Tubman Close Read chart; By Wednesday, complete Study Sync Quickwrite:  What are the main points of Mother Jones’s argument against child labor?  Write a response summarizing the main points of her argument; Continue reading Harriet Tubman: Conductor on the Underground Railroad; Study WWW List 16; Harriet Tubman ch 6-11 Quiz Wednesday, January 1/24/18

Wednesday 1/24/18 Take the Harriet Tubman ch 6-11 quiz; First read of “Speech to Young: Speech to the Progress—Toward?” SS Skill: Theme; Introduce Close Read assignment:  How does the use of alliteration and other forms of repetition help Gwendolyn Brooks develop her themes in “Speech to the Young: Speech to the Progress--Toward”? How does the use of figurative language, such as metaphors, contribute to the development of the themes? Use your understanding of poetic elements to determine the themes that emerge in this poem. Support your writing with specific evidence from the text. HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad ; Study WWW List 16; Harriet Tubman ch 12-15 Quiz Friday, January 1/26/18

Thursday 1/11/18 Write theme statements for “Speech to Young: Speech to the Progress—Toward?”
Answer “Think” questions; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad Chapters 1-3 due Day 11

Friday 1/12/18 Take the Harriet Tubman ch 12-15 quiz; Review writing prompt; SS Skill- Poetic Elements Close read of “Speech to Young: Speech to the Progress—Toward?”  HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad

Monday 1/22/18 Take the Harriet Tubman ch 1-5 Quiz; Class spelling bee; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad; Study WWW List 16; Harriet Tubman ch 6-11 Quiz Wednesday, January 1/24/18

Tuesday 1/23/18 In small groups, discuss the Harriet Tubman Close Read chart; By Wednesday, complete Study Sync Quickwrite:  What are the main points of Mother Jones’s argument against child labor?  Write a response summarizing the main points of her argument; Continue reading Harriet Tubman: Conductor on the Underground Railroad; Study WWW List 16; Harriet Tubman ch 6-11 Quiz Wednesday, January 1/24/18

Wednesday 1/24/18 Take the Harriet Tubman ch 6-11 quiz; First read of “Speech to Young: Speech to the Progress—Toward?” SS Skill: Theme; Introduce Close Read assignment:  How does the use of alliteration and other forms of repetition help Gwendolyn Brooks develop her themes in “Speech to the Young: Speech to the Progress--Toward”? How does the use of figurative language, such as metaphors, contribute to the development of the themes? Use your understanding of poetic elements to determine the themes that emerge in this poem. Support your writing with specific evidence from the text. HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad ; Study WWW List 16; Harriet Tubman ch 12-15 Quiz Friday, January 1/26/18

Thursday 1/25/18 Write theme statements for “Speech to Young: Speech to the Progress—Toward?”
Answer “Think” questions; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad Chapters 1-3 due Day 11

Friday 1/26/18 Take the Harriet Tubman ch 12-15 quiz; Review writing prompt; SS Skill- Poetic Elements Close read of “Speech to Young: Speech to the Progress—Toward?”  HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad

Thursday 1/4/18 Download Harriet Tubman on iPAD;  Introduce/deconstruct writing prompt on StudySync Library Prompt 1:  What are the main points of Mother Jones’s argument against child labor?  Write a response summarizing the main points of her argument.  In class-Blast: Kids at Work; First read of excerpt from Mother Jones: Fierce Fighter for Workers’ Rights; Answer “Think” questions;  HW:  Start reading Harriet Tubman: Conductor on the Underground Railroad

Friday 1/5/18  Review writing prompt; SS Skill:  Informational Text Elements; Complete Access 4 Worksheet; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad

Monday 1/8/18 Close read of excerpt from Mother Jones: Fierce Fighter for Workers’ Rights; Answer Skills Focus question (one per group; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad

Tuesday 1/9/18 Quickwrite:  StudySync Library Prompt 1:  What are the main points of Mother Jones’s argument against child labor?  Write a response summarizing the main points of her argument.
Mobile peer review; HW: Continue reading Harriet Tubman: Conductor on the Underground Railroad

Wednesday 1/10/18 Introduce Close Read assignment:
How does the use of alliteration and other forms of repetition help Gwendolyn Brooks develop her themes in “Speech to the Young: Speech to the Progress--Toward”? How does the use of figurative language, such as metaphors, contribute to the development of the themes? Use your understanding of poetic elements to determine the themes that emerge in this poem. Support your writing with specific evidence from the text. First read of “Speech to Young: Speech to the Progress—Toward?”
SS Skill: Theme; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad Chapters 1-3 due Day 11

Thursday 1/11/18 Write theme statements for “Speech to Young: Speech to the Progress—Toward?”
Answer “Think” questions; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad Chapters 1-3 due Day 11

Friday 1/12/18 Review writing prompt; SS Skill- Poetic Elements Close read of “Speech to Young: Speech to the Progress—Toward?”  HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad Chapters 1-3 due Day 11

Monday 1/8/18  First read of excerpt from Mother Jones: Fierce Fighter for Workers’ Rights; Answer “Think” questions;  HW:  Start reading Harriet Tubman: Conductor on the Underground Railroad

Tuesday 1/9/18  Review writing prompt; SS Skill:  Informational Text Elements; Complete Access 4 Worksheet; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad

Wednesday 1/10/18 Close read of excerpt from Mother Jones: Fierce Fighter for Workers’ Rights; Answer Skills Focus question (one per group; HW:  Continue reading Harriet Tubman: Conductor on the Underground Railroad

Thursday 1/11/18 Quickwrite:  StudySync Library Prompt 1:  What are the main points of Mother Jones’s argument against child labor?  Write a response summarizing the main points of her argument.
Mobile peer review; HW: Continue reading Harriet Tubman: Conductor on the Underground Railroad

Monday 12/4/17:  Power Assessment Bellwork 1-2; Review writing prompt; SS Skill:  Author’s purpose and point of view; Compare and contrast the authors’ purposes, point of view, and method of argument in “Are Reality Shows Good for Society?”  Complete graphic organizer in groups to compare and contrast. RI.7.6; SL.7.2 RI.7.1, SL.7.1.A

Tuesday 12/5/17: Power Assessment Bellwork 3-4; WWW List 15 assessment

Wednesday 12/6/17:  Power Assessment Bellwork 5-6; Close read of “Are Reality Shows Good for Society?”  Answer skills focus questions in small groups  RI.7.1, RI.7.4, RI.7.6, RI.7.8, RI.7.9; L.7.6

Thursday 12/7/17:  Power Assessment Bellwork 7-8; In small groups: Write your position statement (wait for approval from teacher).

Begin to find evidence to support your position as to which author made the stronger argument.

Friday 12/8/17:  Power Assessment weekly review ; Group paragraph on poster

Monday 11/20/17:  Students will take the CFA for Q2 Interim on Power Test

Tuesday 11/21/17: Students will take the CFA for Q2 Interim on Power Test

Monday 11/27/17: First read “I, too, Sing America”; Key terms: figurative language (similes, metaphors, and allusions) SL.7.1; RL.7.1; RL.7.10

Tuesday 11/28/17: Close read of “I, too, Sing America”;  What is the theme?  What is Langston Hughes’ purpose?  How does figurative language help achieve Hughes’ purpose? **Quickwrite: What is the central theme of “I, Too, Sing America”? RL.7.1, RL.7.4, RL.7.5, RL.7.7; L.7.4.A, L.7.5.A

Enrichment:  How does Langston Hughes use the open form of free verse, alliteration and assonance, and figurative language, such as allusion and metaphor, to develop the theme of the poem? W.7.5

Wednesday 11/29/17: Introduce argumentative writing; SS Skill: Arguments and claims  First read:  Teacher read aloud of “Are Reality Shows Good for Society?” RI.7.1

Introduce/deconstruct writing prompt:  You have read the opposing viewpoints in the article titled “Are Reality Shows Good for Society?” With which author’s point of view do you agree? Are reality shows bad or beneficial for society? In your opinion, which author made the stronger argument? RI.7.8; W.7.9.B; SL.7.1

Thursday 11/30/17: Review writing prompt; SS Skill:  Author’s purpose and point of view; Compare and contrast the authors’ purposes, point of view, and method of argument in “Are Reality Shows Good for Society?”  Complete graphic organizer in groups to compare and contrast. RI.7.6; SL.7.2 RI.7.1, SL.7.1.A

Friday 12/1/17: Close read of “Are Reality Shows Good for Society?”  Answer skills focus questions in small groups  

RI.7.1, RI.7.4, RI.7.6, RI.7.8, RI.7.9; L.7.6

Monday 11/20/17:  Students will take the CFA for Q2 Interim on Power Test

Tuesday 11/21/17: Students will take the CFA for Q2 Interim on Power Test

Monday 11/27/17: Power Assessment Bellwork 1-2; First read “I, too, Sing America”; Key terms: figurative language (similes, metaphors, and allusions) SL.7.1; RL.7.1; RL.7.10

Tuesday 11/28/17: Power Assessment Bellwork 3-4; Close read of “I, too, Sing America”; What is the theme?  What is Langston Hughes’ purpose?  How does figurative language help achieve Hughes’ purpose? **Quickwrite: What is the central theme of “I, Too, Sing America”? RL.7.1, RL.7.4, RL.7.5, RL.7.7; L.7.4.A, L.7.5.A

Enrichment:  How does Langston Hughes use the open form of free verse, alliteration and assonance, and figurative language, such as allusion and metaphor, to develop the theme of the poem? W.7.5

Wednesday 11/29/17: Power Assessment Bellwork 5-6; Introduce argumentative writing; SS Skill: Arguments and claims; First read:  Teacher read aloud of “Are Reality Shows Good for Society?” RI.7.1

Introduce/deconstruct writing prompt:  You have read the opposing viewpoints in the article titled “Are Reality Shows Good for Society?” With which author’s point of view do you agree? Are reality shows bad or beneficial for society? In your opinion, which author made the stronger argument? RI.7.8; W.7.9.B; SL.7.1

Thursday 11/30/17: Power Assessment Bellwork 7-8; Review writing prompt; SS Skill:  Author’s purpose and point of view; Compare and contrast the authors’ purposes, point of view, and method of argument in “Are Reality Shows Good for Society?”  Complete graphic organizer in groups to compare and contrast. RI.7.6; SL.7.2 RI.7.1, SL.7.1.A

Friday 12/1/17:  Power Assessment weekly review

Monday 11/27/17: Power Assessment Bellwork 1-2; First read “I, too, Sing America”; Key terms: figurative language (similes, metaphors, and allusions) SL.7.1; RL.7.1; RL.7.10

Tuesday 11/28/17: Power Assessment Bellwork 3-4; Close read of “I, too, Sing America”; What is the theme?  What is Langston Hughes’ purpose?  How does figurative language help achieve Hughes’ purpose? **Quickwrite: What is the central theme of “I, Too, Sing America”? RL.7.1, RL.7.4, RL.7.5, RL.7.7; L.7.4.A, L.7.5.A

Enrichment:  How does Langston Hughes use the open form of free verse, alliteration and assonance, and figurative language, such as allusion and metaphor, to develop the theme of the poem? W.7.5

Wednesday 11/29/17: Power Assessment Bellwork 5-6; First read:  Teacher read aloud of “Are Reality Shows Good for Society?” RI.7.1

Thursday 11/30/17: Power Assessment Bellwork 7-8; Introduce argumentative writing; SS Skill: Arguments and claims; Introduce/deconstruct writing prompt:  You have read the opposing viewpoints in the article titled “Are Reality Shows Good for Society?” With which author’s point of view do you agree? Are reality shows bad or beneficial for society? In your opinion, which author made the stronger argument? RI.7.8; W.7.9.B; SL.7.1

Friday 12/1/17:  Power Assessment weekly review

Monday 11/13/17  Power Assessment Bellwork 1-2; Find 3 articles defining or explaining a “just” society.  Write a paragraph summarizing the article and how it relates to The Giver. RI.7.1; RI.7.2

Tuesday 11/14/17  Power Assessment Bellwork 3-4; Continue writing the 3 summarizing paragraphs.  Peer edit the summary paragraphs. W.7.1.a; W.7.1.b

Wednesday 11/15/17  Power Assessment Bellwork 7-8; Study Sync:  Complete the Informational Text Elements; Word Meanings L.7.4.a & RI.7.3

Thursday 11/16/17 Power Assessment Bellwork 5-6; First Read:  Nothing to Envy:  Ordinary Lives in North Korea. RI.7.1; RI.7.2

Friday 11/17/17  Study Sync:  Blast-The Powers that Be; Power Assessment weekly review

Monday 11/6/17 Students will work in small groups sharing his/her non-fiction assignment; Peer review of non-fiction written assignment on Schoology. W.7.9

Tuesday 11/7/17 We will complete a resume in class (Writing Assignment #1) and have an interview with the personnel department scheduled for next week. In the interview, students need to persuade the employer that they are the best person for the job. Students will prepare for an interview written assignment on Schoology. W.7.7

Wednesday 11/8/17  WWW List 14 Standard and Extended Quiz; The Giver Quiz; Work on revising interview questions (final draft due tomorrow) L.7.4; W.7.7

Thursday 11/9/17 Peer editing of Interview questions; final copy due  W.7.7

Friday 11/10/17  Library visit RL.7.10

Monday 11/6/17 Students will work in small groups sharing his/her non-fiction assignment; Peer review of non-fiction written assignment on Schoology. The Giver quiz ch 6-10; W.7.9

Tuesday 11/7/17 We will complete a resume in class (Writing Assignment #1) and have an interview with the personnel department scheduled for next week. In the interview, students need to persuade the employer that they are the best person for the job. Students will prepare for an interview written assignment on Schoology. W.7.7

Wednesday 11/8/17 The Giver Quiz ch 11-16; Work on revising interview questions (final draft due tomorrow) L.7.4; W.7.7

Thursday 11/9/17 WWW List 14 Standard and Extended Quiz Peer editing of Interview questions; final copy due  W.7.7

Friday 11/10/17  Library visit RL.7.10

Monday 10/30/17 Share memorized quote with class based on “Moonwalking with Einstein” Introduce Study Guide for The Giver chapters; SL.7.6

Tuesday 10/31/17 Review study guide for The Giver; students will create a Kahoot for The Giver quiz schedule; RL.7.3

Wednesday 11/1/17 Introduce WWW List 14; Quiz on The Giver ch 1-5; L.7.4

Thursday 11/2/17 Students are to select and read at least one nonfiction piece related to the ideas presented in The Giver. In class, create a list of connection ideas to The Giver.  Student will conduct research of non-fiction related articles using sites such as Newsela.  Students will fill out a nonfiction assignment sheet on Schoology after completing the reading; W.7.9

Friday 11/3/17  The Giver Quiz ch 6-9 Students will work on non-fiction assignment; due Monday; W.7.9 and L.7.4

Honors (Apex) English/Language Arts
Week of October 16-20, 2017

Monday:
Bellwork this week: 5-A-Day Language Review-Week 8

Review Expository Writing. Introduce/deconstruct writing prompt: Why does the author use sequence in Gladiator to organize his ideas?  How does telling the events in the order that they happened help you understand what brought about the beginning and end of the gladiator tradition? Have students complete the Blast: “The Powers that Be.” First read:  Read aloud the excerpt from Gladiator.
HW: Answer “Think” questions from Gladiator

Start reading The Giver

Tuesday:
Review writing prompt. SS Skill:  Informational Text Structure. List out the list of events from Gladiator (graphic organizer in Close Read).  Small group discussion: How does the sequential structure help you understand what brought about the beginning and end of the gladiator tradition?

HW: Continue reading The Giver

Wednesday:
Introduce stems from The Word Within the Word – List 13. Complete Analogies for List 13 in groups.
Close read of excerpt from Gladiator

Answer skills focus questions in small groups
HW: Continue reading The Giver

Thursday:
Complete a one-paragraph quickwrite using the excerpt, Gladiator.
HW: Continue reading The Giver

Friday:
Complete a Bell work quiz – 5-A-Day Language Assessment - Week 8.
Student will do a mobile peer review from the one-paragraph quickwrite from Gladiator. Review stems from List 13 from The Word Within the Word for a quiz on Wednesday.

HW: Continue reading The Giver
Have a wonderful weekend!

Make sure to bring your library book to class every day

***Plans are subject to change to meet the needs of students***