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CREATIVE WRITING 9/22-9/26/14

Monday Tuesday Wednesday Thursday Friday


Learning Target:
I can produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.

Learning Target:
I can use technology to publish
a proficient piece of writing
which matches the writing
rubric.

Learning Target:
I can draw evidence from
literary texts to support
analysis and research.

Learning Target:
I can produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Learning Target:
I can produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Standards:
W.6-8.4 Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.

Standards:
W.6-8.4 Use technology,
including the Internet, to
produce and publish writing
and present the relationships
between information and
ideas efficiently as well as to
interact and collaborate with
others.

Standards:
W.6-8.9 Draw evidence from
literary or informational texts
to support analysis, reflection,
and research.
Standards:
W.6-8.4 Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Standards:
W.6-8.4 Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
Instructional
Method/Strategy:
1) Bell ringer Definition
of coherent writing
2) Storyboard/plot
diagram Reviewed
layout of board and
diagram in order to
have students draft
their third piece of
choice writing
3) Provided drafting time
for writing of third
piece
4) Sharing from Authors
Chair

Instructional
Method/Strategy:
Utilize computers in
library/media center to publish
poems, personal
encyclopedias, and third piece
of writing (a choice piece
short story, Red Ribbon essay,
poem, or speech, primarily
based on previous journal
writings)



Instructional
Method/Strategy:
1) Bell ringer/quick write:
On individual Post-It
notes, write specifics
of HOW you utilized
your computer time
for publishing AND
which three of your
writing pieces will be
published by the end
of the nine weeks
2) View Random Acts of
Kindness video, and
respond with three
connections, pieces of
interest, or
Instructional
Method/Strategy:
1) Bell ringer/quick
write: In your
Creative Writing
Journal, respond to
the following quote:
Writing is a way of talking
without being interrupted.
What do you think the French
author, Jules Renaud, meant
by this? Explain in thorough,
complete sentences.


Instructional
Method/Strategy:
1) Topic Journals
2) Continue to work
third and final
choice piece,
including the Red
Ribbon Essay, a short
story, a speech, or a
poem based on
previous writings in
Creative Writing
Journal


relationship to 7
Habits
3) Share responses as
whole group
4) Close reading of the
memoir Blue Lake,
including annotating
for interesting or
unrecognized
vocabulary,
connections, and
questions
5) Writing time for
working on drafting
and revising third
writing piece
Modification:
Students given choice of
completing publishing of
previous piece or continuation
of current short story, which
may or may not be word-
processed

Modification:
Students given choice of
completing publishing of
previous piece or continuation
of current short story, which
may or may not be word-
processed; technology
assistance and extended time
as needed and appropriate
Modification:
Students provided with
additional supports, including
peer aids/partners and
continued prompting and
cueing, to complete activity;
allowed to return to writing of
choice, the short story,
essay, or poem
Modification:
Students provided with
additional supports, including
peer aids/partners and
continued prompting and
cueing, to complete activity;
allowed to return to writing
of choice, the short story,
essay, or poem; sharing story
with group

Modification:
Continued work of choice,
the new short story which
will comprise the final piece;
additional time as needed
and appropriate, in addition
to writing in Topic Journals
Vocabulary:
Storyboard
Plot Diagram
Narrative



Vocabulary:
Storyboard
Plot Diagram
Essay
Proficiency
Stanzas/Formatting

Vocabulary:
Text Evidence
Narrative
Memoir
Audience
Vocabulary:
Text Evidence
Narrative
Audience

Vocabulary:
Coherent
Essay
Task
Purpose
Audience
Assessment:
Edited and revised writing
pieces (three total)


Assessment:
Published writing pieces

Assessment:
Annotated and highlighted
memoirs
Assessment:
Annotated memoirs and
narratives; rough draft of
third piece in Creative
Writing Journals
Assessment:
Initial rough drafts of third
piece; sharing of Topic
Journals with accountability
based on completion of full

writing time and focus on
appropriate audience and
purpose
Resources:
Creative Writing Journals;
folders; graphic organizers;
essays/narratives
Resources:
Computers; Internet; drafts;
Creative Writing Journals and
folders
Resources:
Blue Water memoir; four
personal narratives; journals
and highlighters
Resources:
Memoir; narratives; journals
Resources:
Creative Writing Journals;
Topic Journals; memoir and
narratives for references

Homework:
None


Homework:
None

Homework:
None

Homework:
None

Homework:
None (unless rough draft for
third and final piece not
completed for Mondays
publishing date)





















Geography
Monday Lesson 2 Lesson 3 Lesson 4
Learning Target:

I can identify ways that the Five
themes of Geography can be used
to evaluate and interpret
Shepherdsville.

Learning Target:

I can identify ways that the Five
themes of Geography can be used
to evaluate and interpret
Shepherdsville.

Learning Target:

Field Trip to Public Library

Learning Target:

I can identify ways that the Five
themes of Geography can be used
to evaluate and interpret
Shepherdsville.

Standards:

SS-06-4.1.1
Students will USE a variety of geographic
tools (maps, photographs, charts, graphs,
databases, satellite images) to
INTERPRET patterns and locations on
Earths surface in the present day. DOK 3

SS-06-4.3.1
Students will DESCRIBE patterns of
human settlement in the present day and
EXPLAIN how these patterns are
influenced by human needs. DOK 2

SS-06-4.2.2
Students will DESCRIBE and GIVE
EXAMPLES of how places and regions in
the present day change over time as
technologies, resources and knowledge
become available. DOK 2


Standards:

SS-06-4.1.1
Students will USE a variety of geographic
tools (maps, photographs, charts, graphs,
databases, satellite images) to
INTERPRET patterns and locations on
Earths surface in the present day. DOK 3

SS-06-4.3.1
Students will DESCRIBE patterns of
human settlement in the present day and
EXPLAIN how these patterns are
influenced by human needs. DOK 2

SS-06-4.2.2
Students will DESCRIBE and GIVE
EXAMPLES of how places and regions in
the present day change over time as
technologies, resources and knowledge
become available. DOK 2


Standards: Standards:

SS-06-4.1.1
Students will USE a variety of geographic
tools (maps, photographs, charts, graphs,
databases, satellite images) to
INTERPRET patterns and locations on
Earths surface in the present day. DOK 3

SS-06-4.3.1
Students will DESCRIBE patterns of
human settlement in the present day and
EXPLAIN how these patterns are
influenced by human needs. DOK 2

SS-06-4.2.2
Students will DESCRIBE and GIVE
EXAMPLES of how places and regions in
the present day change over time as
technologies, resources and knowledge
become available. DOK 2


Instructional Method Instructional Method Instructional Method Instructional Method


Admit slip: CNN student news;
students answer question related
to the lead story in their Explorer
Journals
Turn and Talk

Students will go to the library to
do research on Shepherdsville in
relationship to the Five Themes of
Geography (movement, place,
human/environment interaction,
region, location). Students will
use this information to create an
informational article.

Exit Slip: Reflection


Admit slip: CNN student news;
students answer question related
to the lead story in their Explorer
Journals
Turn and Talk

Formative Assessment: identify
and describe the five themes of
geography.

Mini-lesson: based on the
formative assessment we will
discuss confusion of the themes.

Students will begin to shape their
information from their research
on Shepherdsville into an
informational article.

Exit Slip: Reflection


Admit slip: CNN student news;
students answer question related
to the lead story in their Explorer
Journals
Turn and Talk

Students will spend some time
working on their first drafts of
their informational article.

Post it: On the post it write one
look for that you want your peer
reviewer to address in your paper.

Peer Review: Students will peer
review their group papers using
the PQP format (Praise, Question,
Polish)

Students will edit and revise their
first draft.

Exit Slip: Reflection
Instructional Strategies:

Turn and Talk; Reflection; group
work; graphic organizer (article
planner)


Instructional Strategies:

Turn and Talk; Reflection; group
work; graphic organizer (article
planner)

Instructional Strategies: Instructional Strategies:

Graphic organizer; rubric
Vocabulary:

movement, place,
human/environment interaction,
region, location

Vocabulary:

movement, place,
human/environment interaction,
region, location

Vocabulary: Vocabulary:

movement, place,
human/environment interaction,
region, location


Assessment:

Exit slip: reflection log

Assessment:

Exit slip: reflection log

Assessment: Assessment:

Exit slip: reflection log

Resources:
http://www.bullittcountyhistory.org
http://www.travelbullitt.org/

Resources:
http://www.bullittcountyhistory.org
http://www.travelbullitt.org/

Resources: Resources:
http://www.bullittcountyhistory.org
http://www.travelbullitt.org/

Homework:


Homework will be as needed to
complete classroom assignments
or to study for assessment.

Homework:

Homework will be as needed to
complete classroom assignments
or to study for assessment.

Homework:

Homework will be as needed to
complete classroom assignments
or to study for assessment.


Homework:

Homework will be as needed to
complete classroom assignments
or to study for assessment.