Monday, November 16

1. Warm Up: Ch. 2 Johnny Tremain TAKS based questions
2. Vocabulary review over Chs. 1 – 3 of Johnny Tremain.
3. Finish reading Ch. 3, silently

Tuesday, November 17

1. Warm Up: Lesson over root words

*Students will make flashcards

2. Quiz over Chs. 1 – 3
3. Review over summarization

      *Example will include summary of Johnny Tremain.

5.   Students will get in literature circles and Discuss what they read in Ch. 3

6.   Introduce project over Literary Elements

Wednesday, November 18

1. Warm Up: Students will study prefix and root word flashcards
2. Read Ch. 4 on CD

*Discussion throughout

Thursday, November 19

1. Warm Up: TAKS passage
2. Review warm up as a class
3. Read Johnny Tremain, as a class

Friday, November 20

1. TAKS Bootcamp

TEKS:

8.26A:  listen to and interpret a speaker’s purpose by explaining the content, evaluating the content and asking questions/making comments.

            ELPS- 2D:  monitor understanding of spoken language, ask for help/clarification when     needed.          

  2F:  listen to and derive meaning from a variety of media

  2G:  understand the general meaning, main points, and important details of spoken          language.

              2H:  understand implicit ideas and info from increasingly complex spoken language.

            CCRS: ELAS- IV: Listening- A2: interpret a speaker’s message: identify the position taken          and evidence to support that position.

                        A3:  use strategies to enhance listening comprehension

                        B2:  Listen actively and effectively in one-on-one

                        B3:  listen actively and effectively in group discussions

8.26B:  follow and give complex oral instructions to perform specific tasks.

            ELPS- 2I:  demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling, or summarizing spoken messages, etc.

8.26C:  summarize formal and informal presentations, distinguish between fact and opinion, determine effectiveness of rhetorical devices.

            ELPS- 2I:    demonstrate listening comprehension of increasingly complex spoken English            by following directions, retelling, or summarizing spoken messages, etc.

            CCRS: ELAS- IV: Listening-A2:  :interpret a speaker’s message: identify the position taken and evidence to support that position.

                        A3:  use strategies to enhance listening comprehension

                        B1:  Listen critically and respond appropriately

8.2E:  use a dictionary, glossary, or thesaurus to determine the meanings etc of words.

            ELPS- 5C:  spell familiar English words with increasing accuracy, and employ English      spelling patterns and rules with increasing accuracy.

            CCRS- ELAS- II: Reading- B3:  listen actively and effectively in group discussions

             CCRS-CDS-II: Foundational Skills- A2:  interpret a speaker’s message: identify the         position taken and evidence to support that position.

8.7A:  analyze passages on well-known speeches for author’s use of  lit device and word/phrase choices.

            ELPS- 2G: understand the general meaning, main points, and important details      of spoken language.

              2I:  demonstrate listening comprehension of increasingly complex spoken English by       following directions, retelling, or summarizing spoken messages, etc.

             CCRS-ELAS-II: Reading- A10:  Identify and analyze how an author’s use of language   appeals to the sense, creates imagery, create mood.

            CCRS- CDS-II: Foundational Skills- A3:  Identify purpose and audience of text

                        A7:  Adapt reading strategies according to text structure

                        A8:  Connect reading to historical and current events and personal interest

                        A4:  Identify key info and details

                        A5:  Analyze text info critically

            Figure 19A:  establish purposes for reading selected texts based upon own or others’         desired outcome to enhance comprehension

            Figure 19C:  reflect on understanding to monitor comprehension

            Figure 19D:  make complex inferences about the text and use textual evidence to   support understanding

8.2D:  identify common words /parts from other languages in English.

            ELPS- 4A: learn relationships between sounds and letters of English language and            decode words using combinations of skills.

            CCRS-ELAS-II: Reading B1:  Identify new words and concepts acquired through study of         their relationships to other words and concepts.

8.14C:  revise drafts to ensure precise word choices and images, consistency, and effective usage.

            ELPS- 5D:  edit writing for standard grammar and usage.

              5E:  employ increasingly complex grammatical structures in content area writing.

            CCRS-ELAS- I: Writing- A3:  Evaluate relevance, quality, etc and formulate thesis

                        A4:  Recognize importance of revision

                        A5: Edit writing for proper voice, tense, and syntax to assure proper English          usage.

            CCRS-CDS-II: Foundational Skills- B3: compose and revise drafts