– Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
– Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
– Draw evidence from literary or informational texts to support analysis, reflection, and research.
– Use common, grade-appropriate Greek or Latin affixes and roots in specific sentences.
– Explain the function of phrases and clauses in general and their function in specific sentences.
– Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Monday, January 22 – “The Most Daring of (Our) Leaders,” by John Lewis
Speech from the Democratic National Convention
“Doris is Coming” – Short story about a young African American girl growing up in Louisville, Kentucky
Tuesday, January 23 – VLT – Explanatory (Informative) Writing
Wednesday, January 24 – 1, 2, & 3 – Students will learn the word “infer” and be able to use it in a sentence. Furthermore, students will build background knowledge to help them identify and understand Academic Language in context. Periods 5, 6, & 7 – Novel study.
Thursday, January 25 – “Are the Florida Everglades Forever.” Nearpod lesson
Friday, January 26 – Spelling/Vocabulary test. Tweentribune.com readings due. Stations. Revising VLT, in small groups, with Ms. Baker.