Methacton School District€¦ · Web viewStudent questions and reactions [F] Class discussions [F] Study guides [F] Worksheets [F] Tests and quizzes [S] PSSA Preparation [F] “Flowers

Methacton School DistrictPlanned Course Document Cover Page

Course Title: Honors English 8 Course Number:

Grade Level(s): 8 Periods per cycle/week: 5 Length of Period: approximately 40 minutes Units of Credit: Length of Course: 1 year Total Class Hours:

Written by: Maria Brittingham, Joan Craver, and Anne Yost __________

Development/Revision Date: Friday, June 15, 2012

Date of Adoption by School Board:

Methacton School District Mission Statement:

The Methacton School District, with its strong tradition of excellence, will challenge all students to achieve their greatest potential and create a vibrant community of learners who appreciate diversity and will lead and succeed in a dynamic global society.

Keeping the Mission Statement in mind, the purpose of this course is to help each student to utilize proper grammar in writing and speaking, write an essay in the proper form, experience the world of work through the Job Shadowing program, learn the steps of writing in the modes of research, persuasion, personal narrative, and information, develop an

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appreciation for the works of a variety of authors, both classic and contemporary, and expand vocabulary usage in the spoken and written form.

Unit: Irony and other literary elements in literature PA Standard(s): 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrated through writing and speaking.Essential Question: How does interaction with text provoke thinking and response through writing and speaking?

Concepts(Students should know

that…)

Competencies (What students should be

able to do)

Academic Vocabulary

Differentiation Strategies

(What accommodations for remediation,

enrichment, gifted, and ELL?)

Assessments(How will you know if

students have learned? List Summative [S], Formative

[F], Benchmark [B], Diagnostic [D])

Technology, Materials

and Resources

Time-frame

Irony, allusion, and conflict are important in interpreting text

Elements of the story are important in interpreting text

Characterization is important in interpreting text

Author background information is important in interpreting text

Analyze the relationships, uses, and effectiveness of literary devices, specifically irony, allusion, and conflict

Analyze plot, setting, theme, and point of view

Analyze direct characterization, indirect characterization, static character, and dynamic character

Irony Allusion Conflict Characterization Plot Setting Theme Point of View Direct

Characterization Indirect

Characterization Static Character Dynamic Character

Extended time for assessment completion

Small group instruction Partner instruction Graphic organizers Advanced organizers Peer discussions Teacher conferencing

Student questions and reactions [F]

Class discussions [F] Study guides [F] Worksheets [F] Tests and quizzes [S]

“A Retrieved Reformation”

“The Bet” Author

biographies Harry Potter

text to discuss allusion

10 days

Details are used to support arguments presented in an opinion statement

Organization of the supporting details are important in defending an opinion statement

Create own opinion statement

Formulate a lead Use supporting details Organize supporting

details in a logical fashion Create own conclusion

based on the arguments presented

Opinion Statement Lead Conclusion Persuasive Sensory Details

Choice of persuasive essay prompt

Modeling through reading and discussion of The Perfect Pet

Class discussions Peer conferencing Teacher conferencing

Persuasive essay [S] Teacher feedback during

drafting and revision stages of the process [F]

“A Retrieved Reformation”

“The Bet” The Perfect

Pet Exemplary

student work

5 days

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http://www.pdesas.org/module/content/search/



http://www.pdesas.org/Assessment/About

http://www.pdesas.org/Main/Interventions


http://www.pdesas.org/module/sas/curriculumframework/




http://www.pdesas.org/Standard/Views

Unit: Mood, suspense, and other literary elements in literature PA Standard(s): 1.1, 1.2, 1.3, 1.5, 1.6Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrated through writing and speaking. Essential Question: How does interaction with text provoke thinking and response through writing and speaking?


that…)

Competencies (What students should

be able to do)

Academic Vocabulary








and Resources

Timeframe

Mood, suspense, simile, and metaphor are important in interpreting text




Analyze the relationships, uses, and effectiveness of literary devices, specifically mood, metaphor, simile, and suspense

Analyze plot, setting, theme, conflict, and point of view

Analyze characterization

Suspense Simile Metaphor Mood Plot Setting Theme Conflict Point of View Characterization


Small group instruction

Partner instruction Graphic organizers Advanced organizers Peer discussions Teacher

conferencing



“The Tell Tale Heart”

“The Monkey’s Paw”

Video and audio versions of the text

Author biographies

10 days

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Unit: Idiom, inference, symbolism, and other literary elements in literature PA Standard(s): 1.1, 1.2, 1.3, 1.4, 1.5, 1.6Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrated through writing and speaking. Essential Question: How does interaction with text provoke thinking and response through writing and speaking?


that…)


be able to do)

Academic Vocabulary








and Resources

Timeframe

Idiom, inference, symbolism, allusion, and foreshadowing are important in interpreting text




Analyze the relationships, uses, and effectiveness of literary devices, specifically idiom, characterization, inference, symbolism, allusion, and foreshadowing

Analyze setting, theme, conflict, plot, and point of view


Idiom Inference Symbolism Allusion Foreshadowing Characterization Setting Theme Conflict Plot Point of view




Class discussions [F] Study guides [F] Worksheets [F] Tests and quizzes [S] PSSA Preparation [F]

“Flowers for Algernon”

Charly Video Example

Inkblot tests

10 days

Details are used to support a thesis statement in a narrative essay

Organization of the supporting details are important in supporting a thesis statement

Create own thesis statement

Formulate a lead Use supporting

details Create characters,

setting, conflict, theme, etc., which appeal to the reader’s senses

Organize supporting details in a logical fashion

Create own conclusion based on the details presented

Thesis Statement Narrative Essay Sensory Details Lead Conclusion

Personal narrative prompt, based on real-life experience

Modeling through reading and discussion of Narrative Essay Power Point Presentation

Reference to Charlie’s being judged by others in “Flowers for Algernon”

Class discussions Peer conferencing Teacher conferencing

Personal narrative essay [S]

Teacher feedback during drafting and revision stages of the process [F]

“Flowers for Algernon”

Exemplary student work

Power Point presentation

5 days

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Unit: Drama and other literary elements in literature PA Standard(s): 1.1, 1.2, 1.3, 1.4, 1.5, 1.6Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrated through writing and speaking. Essential Question: How does interaction with text provoke thinking and response through writing and speaking?


that…)


able to do)

Academic Vocabulary








and Resources

Time-frame

Elements of a drama are important in interpreting text

The use of literary devices are important in interpreting text


Historical background information is important in interpreting text

The events of the drama and the setting are based on real life events of World War II and the Holocaust

Analyze the relationships, uses, and effectiveness of literary devices, including bias, propaganda, characterization, flashback, symbolism, drama, and foreshadowing



Drama Characterization Bias Propaganda Flashback Symbolism Foreshadowing Setting Theme Conflict Plot Point of View




conferencing Web Quest - -

AnneFrank.org


Class discussions [F] Study guides [F] Worksheets [F] Tests and quizzes [S] Diary project [S]

The Diary of Anne Frank (Drama in textbook)

Supplemental videos

Supplemental pictures, articles, biographies, and historical background information

Web Quest - - AnneFrank.org

15 days

Reflecting and reacting to the events of the play are important in interpreting text

Reflect on the events of the play in a personal journal/diary

React to the events of the play on a personal level via a journal/diary

Write to the prompt generated from the events of each scene

Compile a journal based on all written responses

Drama Journal

Choice of prompts Choice of graded

responses Modeling Class discussions Peer conferencing Teacher

conferencing

Diary Project [S] The Diary of Anne Frank (Drama in textbook)

1 day

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Unit: Theme in literature PA Standard(s): 1.1, 1.2, 1.3, 1.4, 1.5, 1.6Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrate through writing and speaking. Essential Question: How does interaction with text provoke thinking and response through writing and speaking?

Concepts(Students should

know that…)


able to do)

Academic Vocabulary








and Resources

Timeframe

Theme is important in interpreting text



Parables teach a lesson or moral


Analyze the relationships, uses, and effectiveness of literary devices, including symbolism, irony, and parable



Analyze the novel as a parable

Theme Symbolism Parable Irony Setting Conflict Plot Point of View Characterization





The Pearl 12 days

Literary elements as used in the novel are important in interpreting text

Reflect on the events of the novel

Reflect on the literary elements used in the novel

Illustrate three literary elements (via poster, diorama, mobile, etc.) as they are referenced in the novel

Define and explain three elements as they are referenced in the novel

Theme Symbolism Irony Conflict Characterization Diorama Mobile

Choice of literary elements

Choice of visual Class time to prepare

in groups Student selected

groups Chunking Modeling Peer conferencing Teacher conferencing

Literary Elements and The Pearl project

3 days

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Unit: Conflict in historical fiction PA Standard(s): 1.1, 1.2, 1.3, 1.4, 1.5, 1.6Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrated through writing and speaking. Essential Question: How does interaction with text provoke thinking and response through writing and speaking?


that…)


be able to do)

Academic Vocabulary








and Resources

Timeframe

Elements of a novel are important in interpreting text



Historical background information is important in interpreting text

The circumstances of the Civil War establish the setting and the plot

Analyze the relationships, uses, and effectiveness of literary devices, including symbolism, mood, dramatic irony, and allusion

Analyze plot, setting, theme, conflict, and point of view.

Analyze characterization.

Novel Characterization Symbolism Mood Dramatic Irony Allusion Plot Setting Theme Conflict Point of View Student

Generated Vocabulary List





Across Five Aprils

1 day

Reflecting and reacting to the events of the time period are important in interpreting text

Reflect on the events of the novel

React to the events of the novel on a personal level

Write to the prompts generated from the events of the novel and time period

Respond to a series of tasks in a booklet form

Political Cartoon Editorial

Choice of prompts Peer conferencing Teacher conferencing Class time to prepare in

groups Student selected group Chunking

Historical Booklet [S] 3 days

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Unit: Figurative language in poetry PA Standard(s): 1.1, 1.2, 1.3, 1.4, 1.5, 1.6Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrated through writing and speaking. Essential Question: How does interaction with text provoke thinking and response through writing and speaking?


know that…)

Competencies (What students should be able

to do)

Academic Vocabulary


(What accommodations for remediation, enrichment,

gifted, and ELL?)





and Resources

Timeframe

Poetic devices are important in interpreting text

Literal and figurative language are important in interpreting text


Analyze the relationships, uses, and effectiveness of poetic devices, including metaphor, mood, symbolism, imagery, tone, alliteration, refrain, and end rhyme

Analyze theme Identify and interpret the

author’s use of metaphor

Figurative Language

Metaphor Mood Imagery Tone Alliteration End Rhyme Refrain Theme Stanza Symbolism




Class discussions [F] Study guides [F] Worksheets [F]

“O Captain! My Captain!”

1days

The use of metaphor is important in interpreting text

Analyzing an author’s purpose is a way to use another text as a model in the writing process

Paying tribute to an influential person in the student’s life validates that individual’s importance in the student’s life

Identify an influential person in the student’s life

Create two metaphors to describe the influential person

Use vocabulary that helps the reader visualize the significance of the influential person

Organize supporting details in the tribute poem

Metaphor Tribute Sensory Detail Imagery

Choice of appropriate, influential person

Modeling Class discussions Peer conferencing Teacher conferencing

Tribute Poem [S] 1 day

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Unit: Research and technology in non-fiction literaturePA Standard(s): 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrated through writing and speaking. Essential Question: How does interaction with text provoke thinking and response through writing and speaking?


know that…)


able to do)

Academic Vocabulary








and Resources

Timeframe

Elements of a story are important in interpreting text


Historical and/or author background information is important in interpreting text

Analyze the relationships, uses, and effectiveness of literary devices, including propaganda, cause and effect, and inference

Analyze plot, setting, theme, conflict, and point of view

Analyze characterization Analyze non-fictional

texts, including an autobiography, a biography, a narrative essay, and a speech

Propaganda Cause and Effect Inference Plot Setting Theme Conflict Point of View Characterization Non-fiction Autobiography Biography Narrative Essay




conferencing


Class discussions [F] Study guides [F] Worksheets [F] Quizzes [F]

“Harriet Tubman: Guide to Freedom”

“Always to Remember: The Vision of Maya Ying Lin”

“On Woman’s Right to Suffrage”

From I Know Why the Caged Bird Sings

5 days

Reflecting and reacting to the events of the time period are important in interpreting non-fictional text

Reflecting and reacting to the influential women of the time period are important in interpreting non-fictional text

Reflect on the events of the non-fiction passages

Reflect on the influential women as they affected society

React to the events of the non-fiction passages on a personal level as the events may relate to present day

Respond to a series of tasks in reference to one of the non-fiction passages

Demonstrate knowledge of influential woman’s role in society during her given time period

Non-fiction Annotated Timeline Proposal Memorial Speech Great Depression Vietnam Memorial Multi-media Statistics Snap-shot Perceptions

Choice of projects Peer conferencing Teacher

conferencing Class time to prepare

in groups Student selected

group Chunking Use of technology

and research

Research and Technology Project [S]

4 days

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Unit: Mood and other poetic devices PA Standard(s): 1.1, 1.2, 1.3, 1.5, 1.6Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrated through writing and speaking. Essential Question: How does interaction with text provoke thinking and response through writing and speaking?


know that…)


able to do)

Academic Vocabulary




Assessments(How will you know if students

have learned? List Summative [S], Formative [F],

Benchmark [B], Diagnostic [D])


and Resources

Timeframe

Poetic devices are important in interpreting text

Literal and figurative language are important in interpreting text


Analyze the relationships, uses, and effectiveness of poetic devices, including allusion, mood, imagery, refrain, rhyme, tone, alliteration, and repetition.

Analyze theme, plot, setting, and character

Identify and interpret the author’s use of mood

Literal Language Figurative

Language Allusion Mood Imagery Tone Alliteration Repetition Theme Plot Setting Characterization Paraphrasing Mood Rhyme Refrain

Group reading and interpretation to analyze stanzas





“The Raven” Audio version

of “The Raven”

3 days

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Unit: Rhythm and other poetic devices PA Standard(s): 1.1, 1.2, 1.3, 1.5, 1.6Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text, demonstrated through writing and speaking. Essential Question: How does interaction with text provoke thinking and response through writing and speaking?


that…)

Competencies

(What students should be able to do)

Academic Vocabulary


(What accommodations for remediation, enrichment,

gifted, and ELL?)





and Resources

Timeframe

Poetic devices are important in interpreting a narrative poem

Literal and figurative language are important in interpreting a narrative poem

Rhythm is important in interpreting a narrative poem


Analyze the relationships, uses, and effectiveness of poetic devices, including simile, mood, personification, rhyme, imagery, alliteration, and rhythm

Recognize the characteristics of a narrative poem

Analyze theme, plot, setting, character, and conflict.

Narrative Poem Rhythm Simile Mood Imagery Alliteration Theme Plot Setting Characterization Conflict Rhyme Personification Paraphrasing

Group reading and interpretation to analyze stanzas





“Paul Revere’s Ride”

Audio version of “Paul Revere’s Ride”

2 days

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Unit: Grammar usage and instruction to enhance writing and speakingPA Standard(s): 1.4, 1.5, 1. 6, 1.7, 1.8Big Ideas: Comprehension of grammar is essential for productive communication, specifically writing.Essential Question: How does productive communication, specifically writing, rely on proper grammar usage?


know that…)


able to do)

Academic Vocabulary

Differentiation Strategies (What accommodations for

remediation, enrichment, gifted, and ELL?)

Assessments(How will you know if students have learned?

List Summative [S], Formative [F],



and Resources

Timeframe

Prepositional phrases are used to add detail to writing and speaking

Identify and use types of prepositional phrases in writing and speaking

Preposition Phrase Prepositional

Phrase


Modeling Class discussion Supplemental work Small group instruction Partner instruction Graphic organizers Advanced organizers Peer discussions Teacher conferencing

Class discussions [F] Board work [F] Worksheets [F] Tests and quizzes [S]

Teacher generated handouts and notes

English Workshop text

Supplemental texts

2 days

Complements are used to add detail to writing and speaking

Direct objects, indirect objects, and predicate nominatives affect correct pronoun usage

Identify the subject and verb

Distinguish between action and linking verbs

Identify the type of complement being used

Identify the type of pronoun being used

Implement prior and current knowledge of complements and pronouns in written and oral communications

Complements Pronoun Objective

Pronoun Nominative

Pronoun Direct Object Indirect Object Predicate

Nominative Predicate

Adjective Linking Verb Action Verb Subject Predicate

8 days

Clauses vary sentence structure

Clauses are used to add detail to writing and speaking

Differentiate between a prepositional phrase and a clause

Identify the type of clause used and appropriate comma usage

Utilize clauses to create a more complex sentence structure

Implement prior and current knowledge of

Clause Adjective Clause Adverb Clause Relative

Pronoun Subordinating

Conjunction Independent

Clause Dependent

Clause Subordinate

8 days

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clauses in written and oral communications

Clause Comma

Infinitives and participles are modifiers

Gerunds and infinitives are nouns

Identify the types of verbals, participles, gerunds, and infinitives, and explain their uses

Differentiate between the various types of verbals

Utilize verbals to create a more complex sentence structure

Implement prior and current knowledge of verbals in written and oral communication

Infinitives Participle Present

Participle Past Participle Gerund Predicate

Nominative Direct Object Subject Object of the

Preposition Verbal

10 days

The use of a variety of sentence types can enhance one’s writing and speaking

Identify and differentiate between and amongst the simple sentence, compound sentence, complex sentence, and the compound-complex sentence

Utilize various sentence types to create a more complex sentence structure

Implement prior and current knowledge of sentence types in written and oral communication

Simple Sentence Compound

Sentence Complex

Sentence Compound-

Complex Sentence

Independent Clause

Dependent Clause

Subordinate Clause

Comma Conjunction Semi-colon Fragment Run-on Clause

8 days

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Unit: Ongoing vocabulary study PA Standard(s): 1.7Big Ideas: Effective use of vocabulary builds social and academic knowledge . Essential Question: How can the knowledge of language help us to communicate and understand through writing and speaking?


know that…)


able to do)

Academic Vocabulary




Assessments(How will you know if students

have learned? List Summative [S], Formative [F],



and Resources

Timeframe

Word choice and sentence structure are used to express ideas in written and oral communication

Parts of speech within a sentence impact meaning and how sentence structure is used to express more complex ideas

Appropriate language (formal and informal) should be used in speaking, writing, and literature

Identify the parts of speech used within a sentence

Identify the use of vocabulary and how it affects complex sentence structure

Distinguish between formal and informal language in using the vocabulary terms

Implement knowledge of a complex vocabulary in written and oral communication, socially and academically

Implement new vocabulary so as to better understand literature

Refer to the Vocabulary Workshop text level D


Modeling Class discussion Supplemental work Small group instruction Partner instruction Graphic organizers Advanced organizers Peer discussions Teacher conferencing

Class discussions [F] Workbook exercises [F] Tests and quizzes [S] Correct usage of vocabulary

words in Job Shadowing oral and written presentation

Correct usage of vocabulary words in Research paper

Correct usage of vocabulary words in Tribute poem

Correct usage of vocabulary words in Narrative writing

Correct usage of vocabulary words in Informational writing

Correct usage of vocabulary words in Persuasive writing

Vocabulary Workshop text level D

15 days

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Unit: Research PA Standard(s): 1.4, 1.8Big Ideas: Information to gain or expand knowledge can be acquired through a variety of sources.Essential Question: How do we use information gained through research to expand knowledge? How can our knowledge and use of the research process promote lifelong learning? Concepts(Students should

know that…)

Competencies (What students should be able to do)

Academic Vocabulary




Assessments(How will you

know if students have learned? List

Summative [S], Formative [F],



and Resources

Timeframe

Research is an inquiry based process

Informational sources have unique purposes

There is a difference between valid and invalid information

The organization of information facilitates meaning

All five domains of the writing rubric should be considered when drafting, revising, and editing

MLA format should be utilized throughout the research process

Reflect on prior knowledge of topic choices Locate and select the appropriate source

materials to achieve a research goal, considering credibility, reliability, consistency, strengths and limitations of the sources

Use Noodle Tools to create a works cited/consulted page

Synthesize relevant information from source materials to achieve a research goal in comparing and contrasting

Organize and present information and data that support and illustrate inferences and conclusions drawn from research

Differentiate between the direct quotation note card versus the indirect quotation note card

Identify a topic pair and create a thesis statement based on the individuals’ background influences and education, career path, and effects on society

Organize and outline information recorded on the note cards, using the three areas of interest

Write the first draft of the five paragraph essay based on the outline and note cards

Revise the five paragraph essay with attention to the thesis statement (focus), supporting details (content), and organization

Publish/word process the five paragraph essay Revise for a second time and print all

components with attention to editing and revision remarks, including style and conventions

Valid Source Invalid Source Citation Outline Draft Direct Quotation Indirect Quotation Noodle Tools Focus Style Conventions Content Organization Thesis Statement Transitional

Words Works

Cited/Consulted Revision Editing MLA Format Student Resource

Center Wilson Web

Extended time for research

Choice of topic pairs

Modeling Class discussion Peer discussions Teacher

conferencing Chunking Timelines

provided

Bibliography cards [F]

Note cards [F] Outline [F] Rough draft with

revisions [F] Final draft [S]

Noodle Tools Internet use of

Wilson Web and Student Resource Center

Various reference sources in school library

Computer lab Exemplary

student work

30 days

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Unit: Job Shadowing PA Standard(s): 1.5, 1.6, 1.8 Big Ideas:Many skills are necessary for success in the work place.Essential Question: How can one’s academic knowledge, skills, and interest help a student plan for the work force?


know that…)

Competencies (What students should be able to do)

Academic Vocabulary




Assessments(How will you know

if students have learned? List




and Resource

s

Timeframe

Knowledge of the world of work will allow for a more appropriate selection of courses, hobbies, volunteer programs, etc. at the high school and beyond so as to prepare for future career endeavors

Plan for a day of observation, selecting a career of interest and a mentor or career representative

Utilize communication skills in contacting career representative so as to schedule an observation on a non-school day, understand necessary dress code for the day

Observe the adult mentor at the job site for the required amount of time, considering the topics and elements of focus outlined in the Job Shadowing packet

Synthesize the information obtained during the observation to complete the written report and oral presentation

Synthesize the information obtained during the observation to create a visual aid (Power Point presentation, poster, video, pictures, tools/materials from the job site, tangible products) so as to enhance the oral presentation

During oral presentations, students will strive to make meaning from what they hear by questioning, reflecting, evaluating, and responding.

During oral presentations, students will prepare and communicate messages to address the audience and purpose

Mentor Representative Career Path Career Job Satisfaction Job Availability

Modeling Class discussion Choice of observed

career and mentor Lengthy timeline

Class discussions [F]

Written report [S] Presentation [S] Visual [S]

Teacher generated questionnaire and direction sheets

Proxima Television VCR/DVD Computer

5 days

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Unit: Independent Reading Assignments PA Standard(s): 1.1, 1.2, 1.3 Big Ideas: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.Essential Question: How does interaction with text provoke thinking and response?


know that…)


able to do)

Academic Vocabulary




Assessments(How will you know

if students have learned? List



Technology, Materials and

Resources

Timeframe

Essential content, literary elements and devices inform meaning

Make selection of independent reading text based on interest and reading ability, according to the ZPD level

Analyze and synthesize selected text independently during the specified time frame

Independently identify various literary devices and elements of the story, including conflict, character, theme, setting, plot, and/or point of view within the selected text

Evaluate the presentation of essential and non-essential information in texts

ZPD Book Finder Book Talk Conflict Character Theme Setting Plot Point of View Essential Text Non-essential

Text

Choice of text based on a variety of reading levels, according to the ZPD level

Lengthy timeline Suggested modes for

better comprehension and understanding, including post-it notes, story maps, note taking, etc.

Analysis of at least one classic

Peer discussions Book Talks presented

by school librarian

Accelerated Reader test [S]

Computer Accelerated Reader

program Library selections Classroom

selections BookFinder.com

4 days

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Documents

Methacton School District€¦ · Web viewStudent questions and reactions [F] Class discussions [F] Study guides [F] Worksheets [F] Tests and quizzes [S] PSSA Preparation [F] “Flowers