ANNOUNCMENTS

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Ms. Trujillo's 8th Grade ELA/SS

7th Grade Social Studies

BE THE 3 AT ALL TIMES!!

Upcoming Dates to Remember!!!

May 2, 2017 - 8th Grade visit to Sunnyside High School 9:00a.m.-12:00p.m.

May 17, 2017 - 8th Grade Movie in the Gym

8:00a.m.-1:30p.m.

May 22, 2017 - 8th Grade Promotion Practice at DVHS

9:00 a.m.-12:00p.m. (No Parents Please!)

May 23, 2017 - 8th Grade Promotion!!!

Desert View High School

9:30a.m.

8th Grade Dance 2:00p.m.-5:00p.m. @ Gallego

Do your best!!! Be the 3 at all times!!

Class Announcments Forum

Lesson Plans 5.23-5.26, 2016

Teacher

Lesson Date/Periods/Location

Trujillo

May 23-26, 2016

Rm. 145

Periods 1-8

Last Week!!!!

Board Configuration (To be displayed on chart paper or other visible medium)


Language Objective	I can determine the main idea using specific details from the text. (RI.4.2) I can make inferences using specific details from the text. (RI.4.1) I can summarize informational text. (RI.4.2) I can describe a story’s characters, setting, or events using specific details from the text. (RL.4.3)

Core Vocabulary /Concepts

Lesson Agenda (not for display)
Time	Agenda Item	Teacher Action/Input	Student Action/Input
	MONDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
20	Read Chapter 7 of The Hope Chest
20
5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was discussed in class
	TUESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Read Chapter 8 of The Hope Chest

5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	WEDNESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Read Chapter 9 of The Hope Chest MOVIES!!!!! DISMISSAL 3:25 PM
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	THURSDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
30	LAST DAY OF SCHOOL MOVIES!!!!!
20	DISMISSAL AT 1:15PM
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50

5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work

Lesson Plans 5.16-5.20, 2016

Teacher

Lesson Date/Periods/Location

Trujillo

May 16-20, 2016

Rm. 145

Periods 1-8

Board Configuration (To be displayed on chart paper or other visible medium)


Language Objective	I can determine the main idea using specific details from the text. (RI.4.2) I can compare and contrast a firsthand and secondhand account of the same event or topic. (RI.4.6 I can make inferences using specific details from the text. (RI.4.1) I can adjust my writing practices for different time frames, tasks, purposes, and audiences. (W.4.10) I can identify the reason a speaker provides to support a particular point. (SL.4.3) I can summarize informational text. (RI.4.2) I can describe a story’s characters, setting, or events using specific details from the text. (RL.4.3)

Core Vocabulary /Concepts	compare, contrast, firsthand account, secondhand account, inauguration opinion, leader, infer; alleged, denied, committed, exercised, indictment, lawful, right, suffrage

Lesson Agenda (not for display)
Time	Agenda Item	Teacher Action/Input	Student Action/Input
	MONDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
20	Exit Ticket: Using Word Categories to Infer about Violet and Myrtle • Post this text-dependent question and ask students to write it on the same paper where they wrote their learning targets at the beginning of the lesson: * “How is Myrtle helping Violet to become braver and more adventurous?	• Post the Violet’s and Myrtle’s Character anchor charts. Ask students if there are any actions that Violet took in Chapters 4 and 5 that affected other characters. Listen for: – Action: “She gave money to the Brakeman to free Myrtle” (page 58). – What this says about her character: “She is generous and protective of her friends.” • Add these suggestions to the Violet’s Character anchor chart. • Next, ask students if there are any actions that Myrtle took in Chapters 4 and 5 that affected other characters. Listen for: – Action: “She helped Violet find the settlement house” (page 42). – What this says about her character: “She is independent and knows her way around the city.” – Action: “She convinced Violet to hop a train to Washington, D.C., with Hobie” (page 52). – What this says about her character: “She is brave and determined to help her friends.” • Add these suggestions to the Myrtle’s Character anchor chart.	Encourage students to apply their understanding of word categories to the question about the characters and to give details from the text to support their answer.
20	• Read Chapter 6 and complete the summary notes for the Reader’s Guide for The Hope Chest, Chapter 6: “It All Comes Down to Tennessee.” Reread as you take notes.		SW complete the summary notes for the Reader’s Guide for The Hope Chest, Chapter 6: “It All Comes Down to Tennessee.” Reread as you take notes.
5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was discussed in class
	TUESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Sharing Homework and Engaging the Reader • Remind students what they were expected to do last class: * “Read Chapter 6 and complete the summary notes for the Reader’s Guide for The Hope Chest, Chapter 6: “It All Comes Down to Tennessee.”
	Guided Practice: Summarizing Chapters 1–6 Using a Story Map • Distribute the Story Map and Summary: The Hope Chest, Chapters 1–6 and display it using a document camera. Explain that as readers read longer texts like novels, it’s important not only to understand what happens in each chapter, but also to keep track of how the story is unfolding and moving forward. One way of doing this is by using a Story Map to organize the main ideas of each chapter and then use those statements to summarize a larger section of a novel. • Use equity sticks to cold call two or three students to share their thinking. Listen for responses like: “It’s important to remember that Chloe ran away and Violet didn’t know why” and “It’s important that Violet got really angry with her parents for hiding Chloe’s letters from her.” Underline these details in the summary. • Acknowledge that other things happened in the chapter, but that students are correct in their thinking that the fact that Chloe didn’t want to marry a man her parents wanted her to isn’t an important detail, nor is the fact that Violet went to the river to read Chloe’s letters. Those are interesting details that help make the story come alive, but they don’t really help it to move forward. • Draw the students’ attention to the arrow that connects Chapter 1 to Chapter 2. Ask them why they think “train heading to New York City” is written on that line. Listen for: “Because the setting changed from her parents’ house in Pennsylvania to the train heading for New York City.” • Ask students what they think they’ll need to think about for the remaining arrows. Listen for: “We need to think about how the setting changes from one chapter to another.”	Display the Reader’s Guide for The Hope Chest, Chapter 1: “The Stolen Letters” (For Modeling with Students). Remind students of the events of this chapter by reading them the summary for Chapter 1: * “Violet lived with her parents in Pennsylvania in 1920. She wanted to see her older sister, Chloe, who had run away from home because she didn’t want to marry a man her parents wanted for her. Violet didn’t understand why Chloe hadn’t tried to contact her. But then she discovered that her parents had hidden letters Chloe had written her, and she became very angry with her parents for lying to her.”	Ask students to briefly reread the summary statements they have written in their Reader’s Guides for Chapters 1–6 (students’ copies from Lessons 2-6) and to think about all that has happened in the story so far. Ask triads to discuss: * “What is the most important thing to remember about Chapter 1?” • Prompt them by asking questions such as: * “Is it that Chloe didn’t want to marry a man she didn’t love?” * “Is it that Violet found letters from Chloe that her parents had hidden from her?” Ask students to reread the summary statement the class wrote for Chapter 1 and to think about how they could reword it to tell the main idea of the chapter. Use equity sticks to cold call two or three students. As they share what they would cut out, model how to record the main idea statement for Chapter 1 on the Story Map. Refer to the Story Map and Summary: The Hope Chest, Chapters 1–6 (for teacher reference) for a possible main idea statement for each chapter.
5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	WEDNESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Independent Practice: Summarizing Chapters 1–6 Using a Story Map • Explain that triads will work together to write main idea statements for Chapters 2–6 on the Story Map. Remind them of the steps the class went through as you wrote the summary statement for Chapter 1 on the Story Map: 1. Reread the chapter summary statement to recall the important events from the chapter. 2. Underline the most important details in the summary statement. 3. Write the most important details in a main idea statement in that chapter’s box. • Tell them that even though they are working with their triads, each person needs to record main idea statements on his or her own Story Map. • Give triads 20 minutes to write main idea statements for Chapters 2–6 on their Story Maps. Circulate and offer support as needed. • Note: After students have a chance to grapple with this task, we encourage you to pull out a small group who may need additional support sorting through all the details of their chapter summaries to find the key details for their main idea statements.		Writing a Summary Statement • Remind students of the process they used to write summary statements about a longer informational text in Unit 1. Review that their summary will be written by putting together the main ideas of each chapter of the novel. Explain that this summary statement will be longer than those they wrote for individual chapters. • Remind them that a paragraph is made up of connecting ideas, and because several events have occurred, it may take more than one paragraph to write a quality summary statement. Reiterate that they may need to change some words or condense some ideas to make the summary make sense. • Ask triads to work together to summarize Chapters 1–6. Point out that the summaries will be written in the bottom box on the Story Map.
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	THURSDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
30	• Read Chapter 7 (pages 76–89), then record summary notes and write a summary at the bottom of the Reader’s Guide for The Hope Chest, Chapter 7: “Heading to Nashville.” Reread as you take your notes.		Reviewing Learning Targets • Ask students to read along silently as you read the learning targets aloud:  “I can explain why Myrtle was forced to sit in a separate train car in The Hope Chest.”  “I can write a short essay that describes the experience of Myrtle’s ride in the “colored car” in The Hope Chest.”
20	Building Background Knowledge about Jim Crow Laws: Reading Informational Text and Identifying the Main Idea • Explain that since one of the major events in Chapter 7 was Myrtle being forced to ride in a separate car, it is important to learn a little more about this time period and how blacks were treated differently than whites. • Use equity sticks to cold call a few triads to share their gist statements. Ask students to reread the text with their triads and circle unfamiliar words. Give them 5 minutes to do this. • Review the questions with the class. Tell students that as you call on them, they should read their answers and revise as necessary. Use equity sticks to call on triads to share their answers to the questions. Help clarify as needed, referencing where in the text the answers can be found or inferred: * “What did the 13th, 14th, and 15th Amendments to the Constitution do?” Listen for: “ended slavery and gave African Americans citizenship.” * “The text says, ‘Some states passed laws to keeps blacks out of sight and out of public life.’ What can you infer these laws were called from the title of this page?” Listen for: “Jim Crow laws.” * “The word segregate means ‘to keep separate.’ What do you think the text means by ‘public facilities were segregated’?” Listen for: “Blacks were kept separate from whites.” * “How did ‘literacy tests’ prevent blacks from voting?” Listen for: “They were hard to pass, and whites didn’t have to take them because of the ‘grandfather clause.’” * “What ended Jim Crow laws?” Listen for: “the civil rights movement.”	Quickly give the meanings of any unfamiliar words that are difficult to determine from the text. Have students annotate their text next to these words to help them understand the text when they reread: – Amendments: official changes made to laws – Constitution: set of basic laws that govern a country – Facilities: buildings made for a particular purpose; ex. library, schools, etc. – Clause: a section added to a legal document – Repealed: canceled officially • Ask triads to reread the text for a third time and answer the text-dependent questions on their Building Background Knowledge about Jim Crow Laws recording forms.	Ask students to turn to page 268 in The Hope Chest, titled “Jim Crow Laws.” Explain to students that to understand why Myrtle was forced to sit on a different train car, they need to build their background knowledge about what Jim Crow laws were. Give a Building Background Knowledge about Jim Crow Laws recording form to each student. Ask them to read silently along and listen for the gist as you read the text aloud to the class. Give triads 5 minutes to work together to write a gist statement on their recording forms Ask several triads to share words they circled in the text. List these words on the board. Possible responses include: amendments, constitution, facilities, segregated, complicated, clause, and repealed
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY lesson 8 start at homework
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Introducing an Essay Prompt: How Did Riding in the Jim Crow Car (“Colored Car”) Affect Myrtle? • Ask reading triads to get together with another triad to form a group of six. • Point out the short essay prompt that was written on the board before the lesson: * “How did riding in the Jim Crow car affect Myrtle? After reading Chapter 8, write a short essay answering the question above. Use at least two details from the text to support your answer.” • Ask groups to read the prompt and discuss what it means and what it is asking them to do in their essays. Tell students that one person from their group should be prepared to explain their group’s thoughts to the class. Give students 5 minutes to discuss the prompt. • Call on a few groups to explain the prompt. Listen for responses similar to: “We have to tell what happened to Myrtle when she rode in the ‘Jim Crow car’” or “We have to read and find out how Myrtle felt about riding in the ‘Jim Crow car.’”	Distribute an Essay Prompt/Planner to each student. Review the steps listed on the sheet and focus on the first two steps. Tell students that they will complete Steps 1 and 2 for homework. Clarify these steps as necessary. • Tell students that they should be looking for details that describe how Myrtle was affected (what she had to do, what she thought, or how she felt) as a result of not being allowed to ride with Violet and other whites on the train. Explain that finding these details will help them to write their essay.	Exit Ticket • Post this prompt on the board: – “Why was Myrtle forced to leave the suffragists’ train car and go to the ‘colored car’? Use your new background knowledge from the text ‘Jim Crow Laws’ to support your answer.” • review them for a formative assessment on the learning target: – “I can explain why Myrtle was forced to sit in a separate train car in The Hope Chest.”

5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work	READING LOG, DUE FRIDAYJ

Lesson Plans 5.9-5.13, 2016

Teacher

Lesson Date/Periods/Location

Trujillo

May 9-13, 2016

Rm. 145

Periods 1-8

Board Configuration (To be displayed on chart paper or other visible medium)


Language Objective	I can determine the main idea using specific details from the text. (RI.4.2) I can compare and contrast a firsthand and secondhand account of the same event or topic. (RI.4.6 I can make inferences using specific details from the text. (RI.4.1) I can adjust my writing practices for different time frames, tasks, purposes, and audiences. (W.4.10) I can identify the reason a speaker provides to support a particular point. (SL.4.3) I can summarize informational text. (RI.4.2) I can describe a story’s characters, setting, or events using specific details from the text. (RL.4.3)

Core Vocabulary /Concepts	compare, contrast, firsthand account, secondhand account, inauguration opinion, leader, infer; alleged, denied, committed, exercised, indictment, lawful, right, suffrage

Lesson Agenda (not for display)
Time	Agenda Item	Teacher Action/Input	Student Action/Input
	MONDAY
5	Bellwork I Ready During 1^st and 2^nd	Take Attendance/ Explain Bellwork	Complete Bellwork
40	. Understanding Synonyms and Antonyms • Explain that another way authors help paint a picture in their readers’ minds is with precise and descriptive words. Tell students that often authors will use synonyms of more common words to paint a more vivid or creative picture in a reader’s mind. Explain that a synonym is a word that has a similar meaning to another word. For example: – “An author might choose to use a word like pace instead of walk, because he or she wants the reader to sense that a character is feeling anxious.” – If necessary, give a few more examples of common synonyms or ask the class for some examples. • Tell students that it is also helpful for readers to infer the meaning of an unfamiliar word and think of a synonym to see if what they inferred the word to mean makes sense. • Ask students to turn to page 36. Read aloud this excerpt from the bottom of the page as they follow in their books: “She climbed gingerly onto the curb. Someone was brushing vigorously at the back of her skirt. ‘Now your dress is all dirty!’” • Ask students to turn and talk with their triads about what they think the word vigorously means in this context. Invite one or two triads to share their ideas. Listen for responses like: “She’s brushing hard and strong because she’s trying to get the horse dung off the skirt for Violet.” • Ask the class to try to envision what it looked like for Myrtle to vigorously brush at Violet’s skirt. Explain that the author chose to use the word vigorously rather than its synonym, strongly, because it is a more descriptive word. However, if students replace the word vigorously with strongly, the passage will still make sense. This is a clue that they have inferred the correct meaning of the word vigorously. • Ask students to discuss in their triads what they think the opposite of vigorously might be. Call on one or two triads to share. Listen for: “weak” or “lightly.” • Explain that the opposite of a word is called its antonym. Thinking of an antonym is also another way to check your understanding of unfamiliar words. • Post the Synonyms and Antonyms anchor chart. Draw the class’s attention to the definitions of synonym and antonym as well as the example of vigorously. Complete the chart for the word vigorously with the class’s response		• Ask students to work with their triads to determine the synonyms and antonyms for haste/hastily (31) and dismal (23). Remind them to read around the word to determine another word that would make sense in that context, a synonym. Then they can determine the opposite of it, an antonym. • Give triads 5 minutes to determine the synonyms and antonyms for the words on the anchor chart. • Use equity sticks to cold call one or two students for each word. Listen for responses like: – haste/hastily: • synonym: “quick/quickly” • antonym: “slow/ slowly” – dismal: • synonym: “gloomy” • antonym: “cheerful” • Encourage students to fill in the synonyms and antonyms for these words in their Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle.” • Post the Vocabulary Strategies anchor chart. Next to the first bullet, “Read on in the text and infer,” add this in parentheses: “(use synonyms or antonyms to check what you infer).” Refer to the Vocabulary Strategies anchor chart (for teacher reference) in the supporting materials.
	• Read Chapter 3 (pages 31–41), then record summary notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle.” As you reread the chapter, look for unfamiliar words whose meaning you may be able to infer by using synonyms and antonyms. Use sticky notes to mark the page where the word is and write the synonym and antonym for that word.
5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was discussed in class
	TUESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	RAPS 360

5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	WEDNESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
30	Summarizing The Hope Chest, Chapter 3: “Meeting Myrtle” • Ask students to share their Chapter 3 summary notes with their reading triad and write a summary statement together based on their notes (each student should record a summary statement in his or her own Reader’s Guide).	Display the Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle” by using a document camera or re-creating it on chart paper. After several triads have shared, invite students to help you craft a class summary. Refer to the Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle” (answers, for teacher reference) to see suggested responses. • Tell students they may revise their notes and summaries based on the class’s discussion and offer them green pencils to make the revisions. Remind them that by using colored pencils, they will be able to see what they were able to do independently and what they needed some additional support to do.	Give the triads 5 minutes to collaborate on a summary statement. Circulate and assist students as needed. Prompt them to use specific details from the text in their summaries. • Have two or three triads share their summary statements. Listen for summaries similar to: “Violet arrived in New York City and went looking for her sister at the Henry Settlement House. She had no idea where to go and had very little money. Soon she met a colored girl named Myrtle, who helped her find food. Together they started walking toward the Settlement House.”
20	Using Evidence to Answer Text-Dependent Questions for The Hope Chest, Chapter 3: “Meeting Myrtle” • Be sure students have their novel, The Hope Chest as well as a small pile of evidence flags for their triad. • Ask a few groups to report out their answer and their evidence. If necessary, model by adding additional evidence to clarify and further support what students are saying. • Ask students to read the next two paragraphs on page 39 quietly and independently. • While they are reading, display Question 2 with a document camera or on the board. If students finish reading before the allotted 3 to 5 minutes, they should quietly think about their answer to the posted question and begin to find evidence and mark it with their evidence flags. • In triads, students should read aloud the text-dependent question and clarify any terms. They should think on their own, then talk together to answer the question, marking their evidence with evidence flags.	Then, using your document camera or placing the questions on the board, show Question 1 from the Text-Dependent Questions for Chapter 3: “Meeting Myrtle.” • Give students 5 minutes to reread pages 38–39 on their own, with Question 1 in mind. Remind them that rereading is an important strategy to help them make sense of difficult text. • Ask students to use the Triad Talk anchor chart to remind themselves about how to talk to each other while developing the answer to the question in their triad. Each person should mark the evidence in the book that supports the group’s answer by placing an evidence flag on the specific supporting text.	Students should follow along as you read from the middle of page 38 to the middle of page 39. Begin with “I was sent here to attend the Girls’ Training Institute” and end with ‘“Would you?’ asked Myrtle.” • Invite students to think about what this excerpt is mostly about, then discuss it briefly with their triad. Distribute an index card to each student. Tell them they will have 5 minutes to work independently to write an answer to the second text-dependent question based on the discussion with their triad. Remind them to use specific details from the text to support their answer. • Praise groups using Triad Talk well. Tell students that they will be working in these groups each day and remind them that discussing their thinking with others can help them understand difficult text.
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	THURSDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	• Character Analysis: Myrtle • Remind students that the story elements of a literary text are: – Characters: people involved in the story – Setting: where and when the story takes place • – Events: the things that happen to and about the character • Remind students that they have begun to identify actions of various key characters that affect other people in the story. In Chapter 1, they identified some things that Violet did when she first discovered Chloe’s letters. Also remind them that it’s important to keep track of these characters and look for ways they change throughout the story, as well as how they interact with each other. • Display the Myrtle’s Character anchor chart. Ask the students to think about Myrtle and any actions she has taken that have affected others. • Use equity sticks to cold call two or three students to share an action Myrtle took and how it affected others. Listen for responses similar to: “She kept Violet from getting run over and cleaned her up after her fall” (page 37). Use their responses to help fill in the first column of the Myrtle’s Character anchor chart.	Cold call two or three additional students to share what they think this says about the type of person Myrtle is. Listen for responses similar to: “She’s a caring and compassionate person.” Use their responses to help fill in the second column of the Myrtle’s Character anchor chart. • Remind students that readers often have to infer why characters do and say things based how other characters react to them. Also explain that characters often change as stories move forward. Tell students that they will be keeping track of the actions both Violet and Myrtle take throughout the novel, as well as how they change.	Ask students to use the Think-Pair-Share protocol to identify the story elements in Chapter 3 of The Hope Chest. 1. Think to yourself about what the story elements are for Chapter 3. 2. Pair up with your reading triad to discuss what you thought about. 3. Share your thinking with another triad. • Circulate and listen for comments that identify these story elements: Characters: Violet and Myrtle – Setting: New York City in 1920s – Events: Violet arrives in New York and meets a girl named Myrtle, who helps her find something to eat and the Henry Street Settlement House where Chloe is supposed to be. Ask them to reread the following excerpt with their triads and identify Myrtle’s actions and their effects: page 36, starting with “A hand grabbed her arm” and ending on page 38 with “Myrtle grabbed the square collar of Violet’s blouse just as a steam-powered automobile zoomed down the street.” • As they reread, ask triads to think about and then discuss: * “What did Myrtle do?” * “How did it affect others?” * “What does this say about her?” • Give the triads 5 to 10 minutes to work. Circulate and offer support as needed.

5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	• Read Chapters 4 and 5 (pages 42–61), then record summary notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 4: “Henry Street” and the Reader’s Guide for The Hope Chest, Chapter 5: “Hobie and the Brakeman.” Reread as you take your notes. Reviewing Learning Targets • Review the first learning target with students: * “I can explain the events of Chapters 4 and 5 in The Hope Chest using details from the text.” Remind them that they have been doing this every time they summarize chapters and answer questions about the text. Tell them that for this lesson, they will do it for both Chapters 4 and 5. • Distribute lined paper to the students and ask them to record the second two learning targets. Instruct them to underline the words sort and categories. • Ask: * “What does it mean to sort?” Listen for: “to identify things according to their qualities.” * “What is a category?” Listen for: “a group of things that share similar qualities.”		Sharing Homework and Engaging the Reader • Remind students what they were expected to do for homework: * “Read Chapters 4 and 5 (pages 42–61), then record summary notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 4: “Henry Street” and the Reader’s Guide for The Hope Chest, Chapter 5: “Hobie and the Brakeman.” • Ask students to share their summary notes for Chapters 4 and 5 with their reading triad and write a summary statement together for each chapter based on their notes (each student should record a summary statement in his or her own Reader’s Guide for each chapter). • Give triads 5 minutes to collaborate on summary statements based on their notes for Chapters 4 and 5. Circulate and assist students as needed. Prompt them to use specific details from the text in their summaries.

5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work	READING LOG, DUE FRIDAYJ

Lesson Plans 5.2-5.6, 2016

Teacher

Lesson Date/Periods/Location

Trujillo

May 2-6, 2016

Rm. 145

Periods 1-8

Board Configuration (To be displayed on chart paper or other visible medium)


Language Objective	I can determine the main idea using specific details from the text. (RI.4.2) I can compare and contrast a firsthand and secondhand account of the same event or topic. (RI.4.6 I can make inferences using specific details from the text. (RI.4.1) I can adjust my writing practices for different time frames, tasks, purposes, and audiences. (W.4.10) I can identify the reason a speaker provides to support a particular point. (SL.4.3) I can summarize informational text. (RI.4.2) I can describe a story’s characters, setting, or events using specific details from the text. (RL.4.3)

Core Vocabulary /Concepts	compare, contrast, firsthand account, secondhand account, inauguration opinion, leader, infer; alleged, denied, committed, exercised, indictment, lawful, right, suffrage

Lesson Agenda (not for display)
Time	Agenda Item	Teacher Action/Input	Student Action/Input
	MONDAY unit 2 lesson 2
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Launching a Novel Study: The Hope Chest, Chapter 1 • Next, point out the Figurative and Complex Language: Idioms and Adages section of the Reader’s Guide. Explain that there are many types of figurative language, which is made up of words and phrases that exaggerate or change the usual meaning of the words/phrases. Tell students that in this novel, they will read many idioms and adages, which are types of figurative language. Give them the following explanations for idioms and adages: * “Idioms are expressions that cannot be understood by simply reading the words. The reader has to infer their meaning based on the context.” • Give students some examples of modern-day idioms: – “‘Rings a bell’ means something is familiar to you.” – “‘Off the top of your head’ means the first thing you can think of.” – “‘Have a ball’ means to have fun.” * “Adages are short but memorable sayings or expressions, based on experience, that are considered true by many people.” Explain that some people may call these expressions proverbs. • Give some examples of modern-day adages: – “Actions speak louder than words.” – “My eyes are bigger than my stomach.” – “Early to bed, early to rise.” • Explain that people who lived in the early 1900s used these types of figurative language too. Tell students that this can be confusing when reading because they may not be familiar with sayings from this time and will have to use context clues to figure out their meaning. Explain that the Figurative and Complex Language: Idioms and Adages section of the Reader’s Guide will help them understand unfamiliar sayings or unusual language. • Once the students have familiarized themselves with the layout and content of the Reader’s Guide for Chapter 1, review how it can help support them as they read the novel: 1. They should read the Historical Background Information first. 2. As they reread sections of the text, the glossary and Figurative and Complex Language explanations can help them understand unfamiliar words and period terms. • Ask triads to read the Historical Background Information. Acknowledge that it’s understandable if some of this information may be a bit confusing to them at this point. Assure them that many of these facts will be mentioned again in the story and explained as the characters and events unfold. Clarify any burning questions the students have before reading the story		• Ask students to turn to page 1 of The Hope Chest, Chapter 1, “The Stolen Letters.” • Invite them to read along silently as you read the text aloud. Read pages 1–6, stopping at the top with “The address was somewhere in New York City—Henry Street.” To engage students with the story, read with fluency and expression. • When you stop, ask triads to talk about the gist of what’s happening so far in the story. Use equity sticks to cold call one or two groups to share. You should hear comments like: “Violet is really angry at her parents because they hid letters that her sister Chloe sent her.” • Ask the triads to read just that section of the text again, but this time, encourage them to use the glossary and figurative language definitions as well as other vocabulary strategies to help with unfamiliar words or phrases in the text. • Give the students 5 minutes to reread pages 1–6 (top). • Gather them together and ask: * “What are some reasons, other than hiding Chloe’s letters, that Violet was so angry with her parents?” Listen for: “They told her to be seen and not heard and to speak only when spoken to,” “They sent her sister away,” “They stuck her with a brother who didn’t talk,” “They accused her of stealing her own letters.” * “How did the author let the reader know when Violet was reading a letter?” Listen for: “The font changed styles” and “They are written in letter format.” * “In Chloe’s letter, she says, ‘Speaking of soldiers, how is Stephen doing?’ Who do you think she is referring to, and why would she ask this?” Listen for: “Stephen is their brother, who is either sick or hurt from being a soldier in a war, and she is probably worried about him.”

5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was discussed in class
	TUESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	First-Person and Third-Person Points of View: Letters from Chloe • Invite the reading triads to reread Chloe’s letter to Violet, from page 6 to the top of page 7. Next, ask them to reread the first paragraph after the letter (on page 7). • Ask the students to Think-Pair-Share: * “How are these two passages different?” Use equity sticks to cold call two or three triads to share what their group discussed. You may hear responses like: “One is a letter and one isn’t.” Acknowledge that they are correct in this observation, but make sure they focus on how the passages are written. • Point out that in the letter, Chloe is “speaking” to Violet. Ask them if they can identify any clue words that let them know this. The students should identify the words “I” and “me.” Explain that when a narrative text is written as if a particular character, or narrator, is telling the story, it’s called first-person point of view. • Ask students about the second passage: * “Who is telling the story in the second passage you read?” Listen for: “the author.” * “How can you tell? Are there any clue words that let you know that a character isn’t telling the story?” Listen for: “The author uses the words ‘her’ and ‘she,’ so she’s telling about what happened to Violet and Chloe.” • Explain that when the narrator (the author) describes what is happening to characters, this is called third-person point of view. • Remind students that a good way for them to know whether a text is told in first-person or third-person point of view is to look for the clue words: – First person: I, me, my, mine – Third person: he, she, they, her, him, etc. • Tell them that even though most of this novel is told in the third person, there are some passages that are written in first person. Encourage them to look for these as they continue to read.		Sharing Chapter 1 and Engaging the Reader • Ask students to take out their text, The Hope Chest. Remind them what they were expected to do yesterday: * “Finish reading Chapter 1, then record Summary Notes in the left box at the bottom of your Reader’s Guide. Complete the text-dependent questions for The Hope Chest, Chapter 1: “The Stolen Letters” on the back of the Reader’s Guide. Use evidence flags to mark the places in the text that help you answer each question.”

5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	WEDNESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Character Analysis: Violet • Explain that the story elements of a literary text are: – Characters: people involved in the story – Setting: where and when the story takes place – Events: the things that happen to and about the characters • Ask students to use the Think-Pair-Share protocol to identify the story elements so far in The Hope Chest. 1. Think to yourself. 2. Pair up with your reading partners to discuss what you thought about. • Share your thinking with another triad. • Explain that as they read the text, students will be introduced to a number of key characters who have important roles in the storyline. It’s important to keep track of these characters and look for ways they change throughout the story, as well as how they interact with each other. • Go on to explain that the first character they are going to think about is Violet. Display the Violet’s Character anchor chart. Ask students to think about Violet and what actions she has taken that have affected others. • Use equity sticks to cold call two or three students to share an action Violet took and how it affected others. Listen for responses and add something like the following to the first column of the Violet’s Character anchor chart: “She stood up to her parents” (pages 1–4) and “She made quilt squares for French orphans” (pages 9 and 10). • Cold call two or three additional students to share what they think this says about the type of person Violet is. Use their responses to help fill in the second column of the Violet’s Character anchor chart. Listen for and record: “She is a strong-willed girl” and “She is compassionate and wants to help others.” • Use equity sticks to cold call two or three students to share an action Violet took and how it affected others. Listen for responses similar to: “Violet made quilt squares for French orphans.” Use their responses to help add another action for Violet in the first column of the Violet’s Character anchor chart.	Circulate as the triads are discussing the story elements and listen for comments that identify these elements: 1. Characters: Violet and her parents 2. Setting: Pennsylvania in 1918 3. Events: Violet found letters from her sister that her parents had hidden from her and became very angry with them; Violet’s sister, Chloe, ran away so that she didn’t have to marry a man she didn’t love. • (Note: Students may identify Chloe as a character. Explain that as readers, you haven’t actually “met” her yet. She has only been discussed by Violet and her parents. Knowing that a character will eventually be entering a story as a main character gives a reader something to look for as the story develops. Something to think about as they look for Chloe is: Will she be like Violet describes her or like her parents describe her?) Explain that readers often have to infer about why characters do and say things based on how other characters react to them. Also explain that characters often change as stories move forward. Inform students that they will be keeping track of the actions Violet takes throughout the novel, as well as how she changes. • Collect the students’ two sticky notes to use as a formative assessment of their progress toward the learning target: * “I can describe actions Violet takes in Chapter 1 and what this says about the type of person she is.”	Distribute two sticky notes to each student and ask them to write their names on them because they will be turning them in. Ask students to reread this excerpt with their triads: starting on page 3 with ‘“They’re addressed to me,’ Violet said” and ending on page 4 with “She slammed the door and ran all the way to the banks of the Susquehanna River.” • Ask them to think about these questions as they read and to write their responses on one sticky note: * “What did she do?” * “How did it affect others?” * “What does this say about her?” • Give the triads 5 to 10 minutes to reread the excerpt and briefly answer the questions. Circulate and offer support as needed. Ask triads to read this excerpt: starting on page 9 with “That letter started stupid tears in Violet’s eyes” and ending on page 10 with “Or at least much more of the world than she had ever seen.” • Again, ask students to think about these questions as they read and to write their responses on the other sticky note: * “What did she do?” * “How did it affect others?” * “What does this say about her?” • Give the triads 5 minutes to reread the excerpt and briefly answer the questions. Circulate and offer support as needed. Cold call two or three additional students to share what they think this says about the type of person Violet is. Listen for: “She’s compassionate and cares about others.” Use their responses to help add to the second column of the Violet’s Character anchor chart.
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	THURSDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	• Read Chapter 2 (pages 18–30), then record Summary Notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 2: “The Dying Mrs. Renwick.” Reread as you take your notes.		.
	Sharing Homework and Engaging the Reader • Remind students what they were expected to do for homework: * “Read Chapter 2 (pages 18–30), then record Summary Notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 2: ‘The Dying Mrs. Renwick.’” • Use equity sticks to cold call two or three triads to share their summary statements. Listen for summaries similar to: “Violet decided to run away from home to find her sister because her parents wouldn’t let her contact Chloe. She headed to New York City on a train by herself and met a bossy and opinionated woman who talked to her about how proper girls should behave.” • Collect Reader’s Guides from Chapter 2 for a quick check of comprehension. • Post the Violet’s Character anchor chart. Ask students: * “Are there any actions that Violet took in this chapter that affected other characters?” • Listen for: – Action: “She ran away from home” (pages 18 and 19). – What this says about her character: “She is unhappy enough to leave home and not care that her parents might worry.” – Add this example to the Violet’s Character anchor chart	Display the Reader’s Guide for The Hope Chest, Chapter 2: “The Dying Mrs. Renwick” by using a document camera or re-creating it on chart paper. After several triads have been able to share, invite students to help you craft a class summary. Refer to the Reader’s Guide for The Hope Chest, Chapter 2: “The Dying Mrs. Renwick” (answers, for teacher reference) for suggested responses. Tell students that they may revise their notes and summaries based on the class’s discussion and offer them green pencils to make the revisions. Remind them that by using colored pencils, they will be able to see what they were able to do independently and what they needed some additional support to do.	Ask students to share their summary notes with their reading triad and write a summary statement together based on their notes (each student should record a summary statement in his or her own Reader’s Guide). • Give the triads 5 minutes to collaborate on a summary statement based on their notes for Chapter 2. Circulate and assist as needed. Prompt students to use specific details from the text in their summaries.
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY lesson 4B
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Partner Reading for Gist: The Hope Chest, Chapter 3: “Meeting Myrtle” • Distribute the Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle” and ask students to locate their copy of The Hope Chest. Remind them that before reading any chapter, they need to read the Historical Background Information in the Reader’s Guide. • Before asking the students to read Chapter 3, point out that the term colored is used to describe a new character. Explain that that term was how many people described African Americans during this time period. Today it is not considered appropriate to refer to African Americans in this way, but it was common in the time period depicted in the novel. • Invite students to read Chapter 3 with their triads. Explain that the purpose of this first read is to get the gist of the chapter, and they will reread parts of the chapter later in the lesson. Encourage them to read the chapter together either as a choral read (reading aloud at the same time) or by taking turns after each page. • Give students 15 minutes to do a first read of Chapter 3.
	Figurative and Descriptive Language: Creating Mental Images • Explain that authors can build images in a reader’s mind through the figurative and descriptive words and phrases they write. Remind students that they learned about other types of figurative language, idioms and adages, in Lesson 3. Ask them to turn to the middle of page 33. • As you read the following excerpt aloud, ask students to follow along in their text and think about the image, or picture, the author is describing. “With a thumping swish, the revolving door dumped Violet out onto the sidewalk. It was much darker out than she’d expected. It was evening of a long August day, but the street was a canyon between high granite and cast-iron skyscrapers, and the sun didn’t reach the bottom. Motorcars, streetcars, and horse-drawn wagons rumbled by, guided by electric or kerosene lamps mounted on the front. People pushed past Violet, and she stumbled back against the granite wall of the train station. New York was loud, and fast, and scary, and she didn’t like it.”	Explain that a type of figurative language is called a simile. A simile is a figure of speech that compares two things that are very different. Similes use the words “like” or “as” in the comparison. For example: – “The child was as sly as a fox”—The child was very smart and sneaky. – “This shoe is perfect because it fits like a glove”—Gloves have a snug fit, so the shoe fits well. Ask triads to talk about what two things are being compared in the simile from the novel and what image is created in their minds because of it. • Invite two or three students who haven’t been called on to share their thinking. Listen for responses similar to: “She is comparing the boy and a kernel of popcorn. When popcorn pops, kernels bounce all over the place. The boy was being bounced all over by the crowd” and “I imagined a little boy’s head popping up here and there—never knowing where he’s going to pop up next in a big crowd of adults.” • Explain that the author uses a lot of figurative and descriptive language in this novel because she’s trying to create images in the readers’ minds. Encourage students to look for examples of figurative and descriptive language as they continue to read.	Ask triads to talk about the image this excerpt is painting in their heads about what Violet saw. Post these probing questions to help them analyze the way the author described the setting. Invite two or three students to share their thinking for each question: * “What does the phrase ‘the street was a canyon’ mean?” Listen for: “The sides of canyons are usually really tall and steep, and canyons often have rivers at the bottom. The street was like a river, with the tall buildings being the canyon walls.” * “Why do you think the author described the setting in this way?” Listen for: “She probably wanted to show how different New York City was from where Violet lived.” • Post this question and ask students to infer about how Violet was feeling: * “Find some other descriptions of the setting. What do you notice? How does the author’s description of the setting help the reader to understand Violet’s feelings?” Listen for: “We noticed that New York City was full of unfamiliar sights and sounds and was probably overwhelming to Violet. All the things happened so quickly and loudly around her—motorcars, streetcars, and wagons going by, and people pushing past her. Violet was probably scared and anxious, too, because it was so different from where she lived.” • Invite students to turn to the bottom of page 33. As you read this excerpt aloud, ask them to follow along in their text and think about the image, or picture, the author is describing: “The crowd tossed the boy around like a kernel of popcorn in a shaking pan until he popped back out.”
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work	READING LOG, DUE FRIDAYJ

Lesson Plans 4.25-4.29, 2016

Teacher

Lesson Date/Periods/Location

Trujillo

April 25-29, 2016

Rm. 145

Periods 1-8

Board Configuration (To be displayed on chart paper or other visible medium)


Language Objective	I can determine the main idea using specific details from the text. (RI.4.2) I can summarize informational or argumentative text. (RI.4.2) I can determine the meaning of academic words or phrases in an informational text. (RI.4.4) I can determine the meaning of content words or phrases in an informational text. (RI.4.4) I can compare and contrast a firsthand and secondhand account of the same event or topic. (RI.4.6

Core Vocabulary /Concepts	impact; restricted (269), qualification (269), ratified, restrict, bar, rejects, deny, resign, immigrants (270), repealed, suffragists (271), first-generation, eliminates, oversee, residents (272)

Lesson Agenda (not for display)
Time	Agenda Item	Teacher Action/Input	Student Action/Input
	MONDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Mid-Unit 1 Assessment: Answering Questions and Summarizing a Text about Frederick Douglas • Distribute a copy of text “Frederick Douglass: Freedom’s Champion” by Patrick S. Washburn and the Mid-Unit 1 Assessment: Answering Questions and Summarizing a Text about Frederick Douglass to each student. • Remind students of the importance of reading the text several times. Point out the directions at the top of the assessment: 1. Read “Frederick Douglass: Freedom’s Champion” for the gist. 2. For Part 1: Reread the text to answer the following questions. 3. For Part 2: Reread the text and identify the main idea for each section. 4. For Part 3: Write a summary of the text.	• Clarify directions as needed. • If students finish this assessment early, have them select a periodical or a short text for silent reading.	Students will work on the assessment. Circulate to observe test-taking strategies, and record observations for future instruction. For example, are students going back to the text to look for answers? Do they appear to be reading the text completely before beginning the assessment? Are they annotating the text for their assessment? This information can be helpful in preparing students for future assessments and standardized tests.
	1. In the section “What Was Her Crime,” why was it OK with Susan B. Anthony that she was arrested for voting? 2. On page 14, the authors wrote, “The spectators were outraged.” Why were the spectators outraged? 3. Based on her actions in the courtroom, how would you describe the kind of person Susan B. Anthony was? Make sure to use specific evidence from the text to support your response.		Students will answer the questions from Order in The Court.
5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was discussed in class
	TUESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Reading Aloud for Gist: New York Times Article • Inform the students that today they will read an actual newspaper article that was published in 1873. Explain that because it was written more than 140 years ago, some of the language and terms the reporter used may be challenging to understand. • Place students with a partner for reading and discussion in this lesson. Distribute the New York Times article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting” to students. Also display a copy on the document camera. • Give students a moment to skim the text in order to just notice the format of this primary source document. Ask them probing questions like: * “Do you notice anything about the style of the writing? Is it similar to what you might read in a newspaper or online today?” * “What do you notice about the words the author used?” • Tell students that you will read the text aloud while they read along silently. Remind them that they do not have to understand all of the text, but they should be listening for the gist. Acknowledge that because they have read the informational text “Order in the Court” in Lessons 4 and 5, they have quite a bit of understanding about Susan	Anthony’s trial. Ask them to think about the following as they read: * “How is this informational text different from others you have read about Susan B. Anthony?” • Read the text slowly and fluently without stopping for questions or explanation. • Afterward, ask students to think then turn to their partner and discuss these question: * “How is this informational text different from others you have read about Susan B. Anthony?” * Now that we’ve read the entire text instead of just skimming it, do you notice anything about the style of the writing? Is it similar to what you might read in a newspaper or online today?	• Ask a few pairs to share out their thinking. Listen for comments like: “Some of the words and phrases the reporter used sound really different from how we talk today,” or “It sounds confusing and not like a story. It’s not as easy to understand as ‘Order in the Court.’” • Acknowledge that the style of writing that was used 140 years ago is considerably different from the way reporters write today. Reassure students that it is fine at this point if they do not completely understand what the article is saying.

5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	WEDNESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Guided Close Read: Focusing on Key Vocabulary Distribute the Close Reading recording form for the New York Times Article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting.” Explain that excerpts from the article are on the recording form. • Use the document camera to zoom in on the glossary for the first paragraph. Preview the words with recorded definitions with students. Clarify the meanings of these words as needed. • Remind students of the process they used for reading with a glossary in previous lessons in this unit: 1. Read the text together. 2. When you come to an unfamiliar word, use the context to help understand the word. 3. If context isn’t enough, use the definitions/synonyms in the glossary. 4. If the glossary isn’t enough, use a class dictionary. 5. Reread the text together using the definitions/synonyms in place of the unfamiliar word. • Step 1: Reread the first paragraph aloud and model how to circle the words in the text that are in the glossary as well as any other words that might be unfamiliar to them. Invite students to circle the words on their recording forms as well. • Point out the word misdirection. Explain that this word has a root word and a prefix just like the words unjust and unexpected in Lesson 4. * Write on the board that the prefix mis- means “bad; wrong” and the root word direction means “an order; command.” * Ask the students what misdirection means. Invite them to turn and talk with their partner. Call on one or two students to share their thinking. You should hear responses like: “Misdirection means an order that was wrong.” * Invite them to write their definition in the glossary and in the text above the word. • Step 2: With the help of the students, use the glossary or context clues to write a synonym or explanations above each circled word. • Invite the students to choral read the paragraph with the synonyms/explanations in place of the vocabulary words.	• Step 4: After discussing the answers to the questions, point out the Main Idea Statement portion of the Close Reading recording form. • Give the students 2 or 3 minutes to reread the paragraph with their partners, discuss what they think the main idea of the paragraph is, and then write a main idea statement on their recording forms. • Using equity sticks, cold call on two or three partnerships to share their main idea statements. Listen for responses similar to: “Judge Selden asked for a new trial for Susan B. Anthony because he didn’t think the judge had treated her fairly when he didn’t let the jury decide if she was guilty or innocent.”	• Step 3: Give partnerships 3–5 minutes to answer the text-dependent questions. Circulate to support students as needed or pull a small group for more direct support. • • Call the attention of the whole group to review the answers to the text-dependent questions in the right-hand column. Cold call pairs to answer the questions and clarify as needed. • Prompt students: * “What did you read in the text that helped you come to your answer? • Listen for responses similar to: • – “Upon the ground of a misdirection” means “because the judge gave a bad or wrong order when he didn’t allow the jury to decide her guilt or innocence.” • – Judge Selden believed that every citizen, man or woman, has the constitutional right to have a jury decide guilt or innocence, not just one man. • Encourage students to revise their notes as needed. Rereading in Pairs: Answering Text-Dependent Questions • Ask students to take 15 minutes to work with their partners to find the main idea of the next two paragraphs. Remind them to follow the four-step directions at the top of the recording form. • Circulate to support students as needed or pull a small group for more direct support. Reread the newspaper article and think about how this article connects to the other texts you’ve read in this unit. Did you learn anything new from this primary source document? Make sure to make some notes about your connections so that you are prepared to share this thinking in the next lesson.
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	THURSDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Firsthand and Secondhand Accounts: What Are They, and How Are They Different? • Explain that there are different versions, or accounts, of events that happen. Post the Firsthand and Secondhand Accounts anchor chart: – Firsthand account: This is a description or explanation of an event, told by a person who witnessed or was a part of the event. – Secondhand account: This is a description or explanation of an event, told by someone who knows of the event but was not actually there. • Invite the students to have out the different informational texts they’ve read: – “Voting in America: A Timeline” (The Hope Chest by Karen Schwabach pgs. 269–272) (from Lesson 1) – Susan B. Anthony’s “On Women’s Right to the Suffrage” speech (from Lesson 2) – “The Vote” by Rebecca Hershey (from Lesson 3) – “Order in the Court” by Ira Peck and Kathy Wilmore (from Lessons 4 and 5) – The New York Times article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting” (from Lesson 7) • Ask students to take 5 minutes with their partner to sort the texts into two piles: – Firsthand accounts – Secondhand accounts		• Circulate and ask probing questions like: * “What evidence in the texts makes you think it’s that type of account?” • Refocus students whole group. As a class, look at each text and ask the students to share: * “What type of account is this? How do you know?” • You should hear these responses: – Firsthand account: • The New York Times article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting” – Secondhand accounts: • “Voting in America: A Timeline” • “The Vote” • “Order in the Court” – Neither: • Susan B. Anthony’s “On Women’s Right to the Suffrage” speech

5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY Unit 1 Lesson 8c
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Comparing the Information in a Firsthand and Secondhand Account of Susan B. Anthony’s Trial • Ask the students to sit with their partner from Lesson 7. Make sure they have the following materials: * “Order in the Court” (from Lessons 4 and 5) * The New York Times article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting” (from Lesson 7) * The recording forms for each text • Distribute the Comparing Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial recording form and display one using a document camera.	Using equity sticks, cold call on two or three groups to share what they discussed. Listen for comments like: “First, we need to reread both texts and our recording forms so we remember what they’re about. Then we need to find information that’s the same in both texts and enter it in the Venn diagram in Parts A and B. And we need to find information that’s different and enter it in Part C of the Venn diagram.” • Encourage the students to identify at least one piece of information about Susan B. Anthony’s trial that is the same in both and different in both to record in the Venn diagram. Acknowledge that there may be more than one, but they need to include at least one.	Ask the pairs to read the directions together. Ask partnerships to turn and talk with another partnership about what they are being asked to do in the Steps 1–3. Tell them to make sure that everyone in their foursome agrees with the group’s understanding. Give the partnerships 5–10 minutes to work independently. Circulate and offer support as needed. • Gather students together. Display the Comparing Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial recording form. Ask each partnership to share one piece of information they found from the texts, and where to enter that information on the displayed recording form. • Encourage students to use a blue pencil to revise their Venn diagrams based on the class discussion.
	Individual Writing: Comparing and Contrasting Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial • Focus them on Part 3 of the Comparing Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial recording form. .		• Ask the students: “How are the firsthand and secondhand accounts of Susan B. Anthony’s trial alike and different?” Ask them to write a short statement that summarizes what they have learned. • Encourage them to review their notes and texts as they write their statements. • Collect students’ recording forms
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work	READING LOG, DUE FRIDAYJ

Lesson Plans 4.18-4.22, 2016

Teacher

Lesson Date/Periods/Location

Trujillo

April 18-22, 2016

Rm. 145

Periods 1-8

Board Configuration (To be displayed on chart paper or other visible medium)


Language Objective	I can determine the meaning of academic words or phrases in an informational text. (RI.4.4) I can determine the meaning of content words or phrases in an informational text. (RI.4.4) I can use a variety of strategies to determine the meaning of words and phrases. (L.4.4) a. I can use context to help me determine what a word or phrase means. b. I can use common affixes and roots as clues to help me determine what a word means.

Core Vocabulary /Concepts	impact; restricted (269), qualification (269), ratified, restrict, bar, rejects, deny, resign, immigrants (270), repealed, suffragists (271), first-generation, eliminates, oversee, residents (272)

Lesson Agenda (not for display)
Time	Agenda Item	Teacher Action/Input	Student Action/Input
	MONDAY unit 1 lesson 4
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Engaging the Reader and Review Learning Targets • Review the Timeline: History of Voting in America: Women’s Suffrage Movement anchor chart from Lesson 3. Remind students that the rest of this unit will primarily focus on events that happened between 1850 and 1920 and that they will be adding to this timeline as they learn more about women’s right to vote. Explain that after reading another informational text today, they will add dates and events to this class timeline.	Invite the class to read the learning targets: “I can get the gist of an informational text about Susan B. Anthony” and “I can determine the meaning of unfamiliar words using a glossary and context clues.”	Have students give a thumbs-up if they are clear on what they will be expected to do with both learning targets, a thumbs-sideways if they understand part but not all of what to do, and a thumbs-down if they are very unsure about what they should do. Clarify any confusion as needed.
	• Ask students to gather together with their homework from the night before. Remind them that they were asked to revise their summary of “The Vote.” They were asked to write their final summary below their draft on the Summarizing Informational Text recording form for the text.	Invite them to find their partner. Using a projector, display the two Example Summaries for “The Vote” and ask students to read them silently to themselves. Invite them to talk with their partner about what they notice. Ask the following questions to help guide their brief discussions: * “How are these two examples different? How are they the same?” * “Is one more complete than the other? What makes you think that?”	After students have had a chance to talk with their partners, ask the following question: * “Which one would you want to put your name on? Why?” • Briefly chart their responses on the class What Makes a Quality Summary? anchor chart. Make sure students understand that a quality summary describes the main idea of the whole text in their own words using specific details from the text. • Invite students to share their summaries of “The Vote” with their partners and explain, based on what they just learned about writing quality summaries, if their summary is quality or needs to be revised. Ask them to write a brief one- or two-sentence note about how they would revise their summaries in the margin near Part 3 of their recording form. But explain that they will not actually revise their summary at this time. Tell them that they will have another opportunity to summarize an informational text and apply what they’ve learned about writing quality summaries
5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was discussed in class
	TUESDAY Awards 9:15
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	First Read for Gist: “Order in the Court” • Distribute “Order in the Court” and ask the students to read the text silently by themselves. Remind them that the first time they read a short complex text, they may want to read it all the way through without stopping. But when a text is longer, it’s usually easier to break the text into manageable chunks to read.	Distribute the Summarizing Informational Text recording form for “Order in the Court.” Focus students on Part 1: “Getting the Gist.” Tell them that this is what they will do next with their partner. Be sure students know that they are not yet writing a formal summary of this full text. • call on three or four pairs to share their gist statements with the class. Listen for statements like: “Susan B. Anthony was put on trial for voting when women didn’t have the right to vote. The judge was mean to her and unfair. But Susan B. Anthony refused to do what the judge wanted her to do because she said what the judge did was wrong.”	• Invite them to use the following process to chunk this text for their first read: 1. Read one section of the text at a time. 2. After reading a section, record a gist statement in the margin. 3. For each section, circle any unfamiliar words. 4. Repeat these steps with the next section. • Invite the students to find their partner and to do the following: 1. Share your gist statements for each section of the text. 2. As a pair, collaborate on a gist statement for the whole text. 3. On Part 1 of the Summarizing Informational Text recording form for “Order in the Court,” write a gist statement. What is your initial sense of what this text is mostly about?

5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	WEDNESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Determining the Meaning of Unfamiliar Words: Using Context Clues, Word Parts, and Glossaries to Help with Comprehension	• Tell students that they are now going to reread the text, this time focusing on some of the words that may have been unfamiliar to them when they read it by themselves. • Ask students to raise their hands if they identified and circled any words that were unfamiliar to them. Call on several students to share one or two words each that they circled. • Acknowledge that this text has several words that may have been new to them, but the text may have helped them figure out what the words meant. • Point out that this particular informational text has a specific text feature that could be helpful to readers as they read unfamiliar words. Draw students’ attention to the small box at the bottom of the first page. Explain that this type of text feature is often referred to as a “word bank.”	• Ask students to turn to the first full paragraph on page 13. Ask: * “What did the authors mean when they said, ‘She had been an abolitionist …’?” • Cold call on one or two students. Listen for responses like: “She was against slavery.” Make sure to ask probing questions like: * “What in the text helped you know that?” • Point out that often in informational texts, the authors give you the definition right there. Focus students on the phrase “opposed to the ownership of fellow human beings” as well as the phrase “ending slavery.”
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	THURSDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	• Determining the Meaning of Unfamiliar Words: Using Context Clues, Word Parts, and Glossaries to Help with Comprehension • Ask students to turn to turn to page 14. Invite them to read the second full paragraph with this question in mind: * “Based on context clues in this paragraph, what might the word outrage mean in the sentence ‘The spectators were outraged’?” • Give students a minute or so to reread. • Read the sentence “I shall never pay a dollar of your unjust penalty …” Explain that this word has two parts; write the following on the board: * just—the root word * un—the prefix • Explain that when a prefix is added to the beginning of a word, it changes the meaning of the root word. * just—means “fair or right” * un—means “not” • Ask students to think about but not discuss yet: * “Thinking about what each part means, what does unjust mean?”	• Ask them to turn and talk with their partner about what they think this word means and what in the text helped them know. • Call on one or two students. Listen for comments like: “The people were really mad.” Make sure to ask probing questions like: * “What in the text helped you know that?” • You should hear responses similar to: “The text said that most of the people didn’t think she was given a fair trial. Being unfair to someone would make people mad.” • Acknowledge that there aren’t always context clues to help the reader figure out all the hard words in a text. Sometimes readers need to break words into parts in order to figure out what they mean. Ask the students to locate the word unjust in the last paragraph of “The Trial: Day Two” on page 14.	Ask them to whisper the definition into their hands and on the count of three, “throw it out to the universe” all together. Count one, two, three! Listen for the students to whisper, “Not fair” or “Not right.”

5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Determining the Meaning of Unfamiliar Words: Using Context Clues, Word Parts, and Glossaries to Help with Comprehension • Draw students’ attention to the first sentence of the first full paragraph on page 14. “After both lawyers had their say, Judge Ward Hunt did something unexpected.” Ask the students to use the same strategy as the one they used with “unjust” and break the word unexpected into two parts to figure out the meaning. * un—means “not” * expected—means “certain to happen; predicted”	• Ask the students to think about what the word “unexpected” means, considering those two parts. Invite them to turn and tell the shoulder partners on either side of them. Call on two or three students to share their definitions. You should hear responses similar to: “Not predicted.” • Acknowledge that some words may be difficult to figure out the meaning by using the context or word roots. Distribute the glossary for “Order in the Court.” Remind students that in Lesson 3 they learned how to use the definitions in the glossary to help them understand the meaning of unfamiliar words. Orient students to this resource: Point out that not all the words in the glossary have definitions next to them. Instead, it says, “Student definition.” For these words, they will work with their partner as they reread to determine a definition for each of these words, using the context of the text or by breaking the word into parts to help them.	• Give the students 10–12 minutes to reread the text using the glossary. Remind them to write their own definitions for the words that don’t have one. • Gather the students whole group and call on two or three students for each word missing a definition. Listen for definitions similar to: – well-educated: having a good education – abolitionist: a person who is against slavery – jurisdiction: legal authority – concede: agree – laudable: worthy of praise; respectable – outraged: very angry • Encourage students to revise their definitions if they feel it would help clarify the meaning of the words in their glossaries.
10
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work	READING LOG, DUE FRIDAYJ

Lesson Plans 4.11-4.15, 2016

Teacher

Lesson Date/Periods/Location

Trujillo

April 11-15, 2016

Rm. 145

Periods 1-8

AZ MERIT TESTING WEEK

Board Configuration (To be displayed on chart paper or other visible medium)


Language Objective	I can interpret information presented through charts, graphs, timelines, or Web sites. (RI.4.7) I can determine the meaning of academic words or phrases in an informational text. (RI.4.4) I can determine the meaning of content words or phrases in an informational text. (RI.4.4) I can explain what a text says using specific details from the text. (RI.4.1) I can make inferences using specific details from the text. (RI.4.1)

Core Vocabulary /Concepts	mascot, right, rights, article, timeline, context, glossary, synonym, impact; restricted (269), qualification (269), ratified, restrict, bar, rejects, deny, resign, immigrants (270), repealed, suffragists (271), first-generation, eliminates, oversee, residents (272)

Lesson Agenda (not for display)
Time	Agenda Item	Teacher Action/Input	Student Action/Input
	MONDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	AZ MERIT WRITING TEST

5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was discussed in class
	TUESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
30	AZ MERIT READING PART 1 AZ MERIT MATH PART 1
20
5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	WEDNESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Sharing/Debrief: Concentric Circles Tell students that in a moment you would like them to gather in two circles, one facing in and the other facing out, for Concentric Circles (Appendix 1). Students should face a partner they did not work with during the lesson.	Give students 3 minutes for this final discussion question. If time permits, ask students to move to a new partner and continue to discuss this question. • Collect students’ Close Reading recording forms for formative assessment.	• For the first round of Concentric Circles, ask students to share their gist statement. Circulate and listen to gauge students’ understanding of the first paragraph of the speech. It is not likely that they will have a deep understanding of the text at this point, but they should understand that Susan B. Anthony believed women should have the right to vote and that at the time of this speech it was against the law. Give students 2 minutes to share and take notes or revise their gist statements before moving to their next partner. • Next, ask students in the outside circle to move three people to their right and remind them of the discussion question from the beginning of the lesson: “Is it ever okay to break the law? Why or why not?” Tell them that you would like them to discuss a different version of this question: • * “Was it OK for Susan B. Anthony to break the law? Why or why not?”
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	THURSDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	AZ MERIT READING PART 2 AZ MERIT MATH PART 2

5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Timeline of 4^th grade		SW create a timeline of 4^th grade using descriptive details Eg. First day of school, schedule, electives, etc….
10
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work	NO HOMEWORK, TESTING WEEKJ

Lesson Plans 4.4-4.8, 2016

Teacher

Lesson Date/Periods/Location

Trujillo

April 4-8, 2016

Rm. 145

Periods 1-8

Board Configuration (To be displayed on chart paper or other visible medium)


Language Objective	I can interpret information presented through charts, graphs, timelines, or Web sites. (RI.4.7) I can determine the meaning of academic words or phrases in an informational text. (RI.4.4) I can determine the meaning of content words or phrases in an informational text. (RI.4.4) I can explain what a text says using specific details from the text. (RI.4.1) I can make inferences using specific details from the text. (RI.4.1)

Core Vocabulary /Concepts	mascot, right, rights, article, timeline, context, glossary, synonym, impact; restricted (269), qualification (269), ratified, restrict, bar, rejects, deny, resign, immigrants (270), repealed, suffragists (271), first-generation, eliminates, oversee, residents (272)

Lesson Agenda (not for display)
Time	Agenda Item	Teacher Action/Input	Student Action/Input
	MONDAY Unit 1 Lesson 2
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Listening for Gist: Confirming Our Topic? • Place students with a partner for reading and discussion. Using a document camera, display “On Women’s Right to the Suffrage” by Susan B. Anthony. Distribute this text to students as well. • Tell students that you will read the text aloud while they read along silently. Remind them that they do not have to understand all of the text but should be listening for the gist. Ask them to think about the following as you read: * “What do you think this speech is mostly about?” • Read the text slowly and fluently without stopping for questions or explanation. • Afterward, ask students to think then turn to their partner and explain: * “What is this speech about?” • Ask a few pairs to share out their thinking. At this point students may not understand much about the text, but you may hear them say something like: “It sounds like she is upset about being accused of a crime,” “She voted and it was a crime,” or “I think we will be studying how women fought to get the right to vote.” • Confirm for students that they will be studying how women fought for the right to vote in the United States. Explain that they will read more about Susan B. Anthony and her role in this movement over the next couple of weeks, but first they will take a closer look at the first paragraph of her speech. • Ask students to put “On Women’s Right to the Suffrage” in their folders.	• Distribute the Close Reading recording form. • Post the following questions on the board: * “Using context clues, what can you infer about the meaning of the word suffrage?” * “Why was Susan B. Anthony arrested?” • Refocus students whole group. Cold call a few pairs to share their answers. Listen for answers like: • “Suffrage has something to do with voting,” and “Susan B. Anthony was arrested for voting when it was against the law for women to vote.” • Prompt students to provide the context clues they used to determine the meaning of the word suffrage.	Close Read of Paragraph 1 of “On Women’s Right to Suffrage” by Susan B. Anthony • Tell students that with their partner you would like them to take 5 minutes to read the “Background Information” on the front of their Close Reading recording form. Give students 5 more minutes to discuss the questions on the board. Circulate to listen in and gauge students’ initial understanding. • Next, point out the glossary on their Close Reading recording form. Explain that this glossary will help them better understand the first paragraph of the speech by providing the definitions of several words. Remind them of the process they used for reading with a glossary in the previous lesson: 1. Read the text together. 2. When you come to an unfamiliar word, use the context to help understand the word. 3. If context isn’t enough, use the definitions/synonyms in the glossary. 4. If the glossary isn’t enough, use a class dictionary. 5. Reread the text together using the definitions/synonyms in place of the unfamiliar word. • Tell students that they will use a similar process as they reread the first paragraph of the speech. Tell them that some of the words have been left blank because they will be able to infer the meanings of these words from context clues in the text. • Ask students to find the word suffrage and point out the following line in the “Background Information” section of the text: “This movement held protests, marches, and rallies to try to change the constitution so women could vote.” Explain to students that this line from the text provides a context clue so that they can infer the meaning of the word suffrage to mean “the right to vote.” Ask students to add this definition in their glossary.

5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was discussed in class
	TUESDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
	• Listening for Gist: Confirming Our Topic? Tell them that they will have to infer the meanings of the remaining blank words (alleged and right) from the first paragraph of the speech. Remind them that some words—like right—can have multiple meanings and that it is important to think about the meaning of the word in context.	Clarify directions as needed. Use the document camera to zoom in on the glossary. Preview the words with recorded definitions for students. Clarify the meanings of these words as needed. • Reread the text aloud as students follow along and circle difficult words. • Give students 10-15 minutes to complete steps 2 and 3 of the directions. Circulate to support students as needed or pull a small group for more direct support.	Focus students on the back of the Close Reading recording form. Review the directions above the first paragraph of the speech: 1. Follow along as the first paragraph of the speech is reread to you. Circle the words listed in the glossary and any other words you do not know the meanings of. 2. Reread the speech with your partner using the glossary and context clues to write synonyms or explanations above difficult words. 3. Reread the text and answer the questions in the right-hand column. Call the attention of the whole group to review the answers to the text-dependent questions in the right-hand column. Cold call pairs to answer the questions and clarify as needed. • Ask: * “What did you read in the text that helped you come to your answer?” • Encourage students to amend their notes as needed. For example: For Question 1. What does Susan B. Anthony mean by “alleged crime”? A student might say: “She didn’t agree with the law against women voting.” The student should point to the next sentence in the speech as support for that inference, “… prove to you that in thus voting, I not only committed no crime …”

5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	WEDNESDAY AZ MERIT ASSEMBLY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	AZ MERIT PRACTICE TESTING

5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	THURSDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
	CONTNUE FROM TUESDAY	For the remaining two questions, look for answers similar to the following and prompt students to support their answers with the text: 1. What does the word “right” mean as it is used in this text? “Something people can’t stop you from doing,” or “Something everyone should be able to do.” 2. In 1873 it was against the law for women to vote in the state of New York as well as in other states. This speech says that voting is a right that is “beyond the power of the state to deny.” What do you think this means? “The states can’t make laws against voting,” or “New York isn’t allowed to keep women from voting.”	After discussing the answers to the questions. Point out the “Gist Statement” portion of the Close Reading recording form. • Reread the paragraph with their partners, discuss what they think the gist of the paragraph is, and then write a gist statement on their recording forms. Students should be prepared to share this.
	AIMS SCIENCE TEST
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	AZ MERIT PRACTICE TESTING
10	Sharing/Debrief: Concentric Circles • Tell students that in a moment you would like them to gather in two circles, one facing in and the other facing out, for Concentric Circles (Appendix 1). Students should face a partner they did not work with during the lesson. • For the first round of Concentric Circles, ask students to share their gist statement. Circulate and listen to gauge students’ understanding of the first paragraph of the speech. It is not likely that they will have a deep understanding of the text at this point, but they should understand that Susan B. Anthony believed women should have the right to vote and that at the time of this speech it was against the law. Give students 2 minutes to share and take notes or revise their gist statements before moving to their next partner. • Next, ask students in the outside circle to move three people to their right and remind them of the discussion question from the beginning of the lesson: “Is it ever okay to break the law? Why or why not?” Tell them that you would like them to discuss a different version of this question: * “Was it OK for Susan B. Anthony to break the law? Why or why not?” • Give students 3 minutes for this final discussion question. If time permits, ask students to move to a new partner and continue to discuss this question. • Collect students’ Close Reading recording forms for formative assessment. • Discuss the night’s homework. Clarify as needed.
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work	NO HOMEWORK

Mrs. Trujillo

Topic outline

ANNOUNCMENTS

Ms. Trujillo's 8th Grade ELA/SS

7th Grade Social Studies

BE THE 3 AT ALL TIMES!!

Upcoming Dates to Remember!!!

May 2, 2017 - 8th Grade visit to Sunnyside High School 9:00a.m.-12:00p.m.

May 17, 2017 - 8th Grade Movie in the Gym

8:00a.m.-1:30p.m.

May 22, 2017 - 8th Grade Promotion Practice at DVHS

9:00 a.m.-12:00p.m. (No Parents Please!)

May 23, 2017 - 8th Grade Promotion!!!

Desert View High School

9:30a.m.

8th Grade Dance 2:00p.m.-5:00p.m. @ Gallego

Do your best!!! Be the 3 at all times!!

Lesson Plans 5.23-5.26, 2016

Lesson Plans 5.16-5.20, 2016

Lesson Plans 5.9-5.13, 2016

Lesson Plans 5.2-5.6, 2016

Lesson Plans 4.25-4.29, 2016

Lesson Plans 4.18-4.22, 2016

Lesson Plans 4.11-4.15, 2016

Lesson Plans 4.4-4.8, 2016

Topic 9

Topic 10