Welcome to English Language Arts September 23, 2013

1. Welcome to English Language ArtsSeptember 23, 2013 Needed Materials: pen, paper, research information, independent reading book Agenda note: • Review “Watson’s Go to Birmingham” • Complete short story • Read articles “The Children’s Crusade” and “Freedom Fighter” • Complete questions and vocabulary Homework: Bring an independent reading book. Warm-Up –Write and label the following sentences with your simple sentences formulas. 1. The old man walked slowly down the street. 2. The boys and girls were running around. 3. The mean dog chased and bit the girl. 4. The mother and father came out of the house and comforted the girl.

2. Essential Questions and Standards What did you learn from reading the articles and the play? How do the articles and the play relate to the 1963 March on Washington? ELACC8W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ELACC8RI1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

3. Opening What happened in the play “Watson’s Go To Birmingham”?

4. Work Session • Complete short story • Read aloud “The Children’s Crusade”, and “Freedom Fighter” • Answer Critical Thinking Questions on the play and articles • Answer comparison and contrast questions from “The Children’s Crusade” and “Watson’s Go to Birmingham” • Vocabulary

5. Closing Write three things that you learned today from “Watson’s Go To Birmingham”, “Children’s Crusade” or “Freedom Fighters”?

6. Welcome to English Language ArtsSeptember 24, 2013 Needed Materials: pen, paper, research information, independent reading book Agenda note: • Turn in short story • Read articles “The Children’s Crusade” and “Freedom Fighter” • Complete questions and vocabulary Homework: Bring an independent reading book. Warm-Up –Write and label the following sentences with your simple sentences formulas. • The little girl ran quickly home. • The father called the dogcatcher and chased the dog. • The girls went to school early and left late. • Kathy and Bill went to a movie and ate popcorn.

7. Essential Questions and Standards What did you learn from reading the articles and the play? How do the articles and the play relate to the 1963 March on Washington? ELACC8W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ELACC8RI1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8. Opening How was the life different for the teenagers in the play “Watson’s Go to Birmingham” than for the 15 girl in the “Children’s Crusade”? Turn in your short stories

9. Work Session • Answer comparison and contrast questions from “The Children’s Crusade” and “Watson’s Go to Birmingham” • Read aloud “Freedom Fighter” • Vocabulary • Answer Critical Thinking Questions on the play and articles

10. Closing Write three things that you learned today from “Watson’s Go To Birmingham”, “Children’s Crusade” or “Freedom Fighters”?

11. Welcome to English Language ArtsSeptember 25, 2013 Needed Materials: pen, paper, independent reading book Agenda note: • Turn in packet – short story, vocabulary, Children’s Crusade Questions • Read “Monkeyman” by Walter Dean Myers • Create flipbook • Homework: Bring an independent reading book. Warm-Up – Label the following sentences with your simple sentences formulas. • The angry man and woman yelled at the young child. • The horse jumped and kicked Scott. • National parks are scattered through the states and attract thousands of visitors each year.

12. Essential Questions and Standards What are internal and external conflicts? ELACC8RL3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ELACC8RL1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELACC8RL4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

13. Opening Think-Pair-Share • Think about internal and external conflict. • Pair with a partner(s). • Share aloud what you remember about internal and external conflict.

14. Work Session • Turn in packet – short story, vocabulary, Children’s Crusade Questions • Review criteria for flip book • Read “Monkeyman” by Walter Dean Myers • Use Seven Habits of a Proficient Reader while reading • Include pieces of flip book

15. Closing What did you learn about the characters and setting in “Monkeyman” by Walter Dean Myers? Write 3 to 5 complete sentences.

16. Welcome to English Language ArtsSeptember 26, 2013 Needed Materials: pen, paper, independent reading book Agenda note: • Read “Monkeyman” by Walter Dean Myers • Continue pulling out elements for flip book • Homework: Bring an independent reading book. Warm-Up – Take out all needed materials and prepare for the day.

17. Essential Questions and Standards What are internal and external conflicts? ELACC8RL3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ELACC8RL1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELACC8RL4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

18. Opening Carousel Brainstorming What did you learn about the setting in “Monkeyman” by Walter Dean Myers? What did you learn about Monkeyman?

19. Work Session • Read “Monkeyman” by Walter Dean Myers • Use Seven Habits of a Proficient Reader while reading • Continue pulling out elements for flip book

20. Closing What did you learn about the characters and setting in “Monkeyman” by Walter Dean Myers? Write 3 to 5 complete sentences.

21. Welcome to English Language ArtsSeptember 27, 2013 Needed Materials: pen, paper, independent reading book Agenda note: • Read “Monkeyman” by Walter Dean Myers • Continue pulling out elements for flip book • Homework: Bring an independent reading book. Warm-Up – Prepare to go to the media center for book check out.

22. Essential Questions and Standards What are internal and external conflicts? ELACC8RL3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ELACC8RL1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELACC8RL4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

23. Opening What new information did you learn about “Monkeyman” by Walter Dean Myers on yesterday?

24. Work Session • Read “Monkeyman” by Walter Dean Myers • Use Seven Habits of a Proficient Reader while reading • Continue pulling out elements for flip book

25. Closing Medium Size Circle I learned… Monkeyman can be described as The characters are… Have a great weekend!