April 6 - April 13

Focus:
Before: Purpose, Predict, Personalize
During: Paraphrase, Personalize/Connect, Pursue /Question, Visualize, Predict, Clarify
After: Predict/Verify, Summarize, Evaluate, Clarify (Summarize)

+++++++++++++++
Raymond’s Run Focus:
Model, Practice, Choose, and Apply Reading strategies for understanding literary and informational text:
predict and infer (2.1.5) visualize (2.1.6) connect 2.1.4 & 2.4.5 question (2.1.6)
clarify (text, ideas, summaries; draw conclusions (2.4.1) evaluate 2.4.2, 3.4.7; lit devices (2.3.3); cause / effect and compare/contrast (2.3.1)
theme; plot/conflict (2.1.3) characterization (2.2.3)
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.
++++++++++++++++++++++++++++++++++++
Project Focus:
Read for information; visualize (2.1.6) connect 2.1.4 & 2.4.5 question (2.1.6)
clarify (text, ideas, summaries; draw conclusions (2.4.1) evaluate 2.4.2, 3.4.7;
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

Project:
Project:
Independent Research and Reporting (MOTT)
Photographic iSearch Paper
Project work -- Photography reading and writing
Elements of Design Voice Thread

Independent Research and Reporting (MOTT)
Photographic iSearch Paper
Thesis, Organization, Research Strategies, Conclusions, Clarification; Reading ~ Writing


Monday 4/6
Listen to Raymond’s Run: Why the title?
Photography reading writing -- iSearch
Elements of Design, Parts 2, 3, 4
Youth Voices reading: Junior Scholastic, Science World, READ mag.


Tues 4/7 Wed 4/8
Respond to Raymond’s Run WASL stems.

Photography reading writing -- iSearch
Elements of Design, Parts 2, 3, 4
Youth Voices reading: Junior Scholastic, Science World, READ mag.

Thursday 4/9
Library


Friday 4/10 Monday 4/13
Respond to Raymond’s Run WASL stems.

Photography reading writing -- iSearch
Elements of Design, Parts 2, 3, 4
Youth Voices reading: Junior Scholastic, Science World, READ mag.

Focus:
Before: Purpose, Predict, Personalize
During: Paraphrase, Personalize/Connect, Pursue /Question, Visualize, Predict, Clarify
After: Predict/Verify, Summarize, Evaluate, Clarify (Summarize)

+++++++++++++++
Apply Reading strategies for understanding literary and informational text:
predict and infer (2.1.5) visualize (2.1.6) connect 2.1.4 & 2.4.5 question (2.1.6)
clarify (text, ideas, summaries; draw conclusions (2.4.1) evaluate 2.4.2, 3.4.7; lit devices (2.3.3); cause / effect and compare/contrast (2.3.1)
theme; plot/conflict (2.1.3) characterization (2.2.3)
Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

Diigo -- highlight, annotate, bookmark
Wiki -- Diigo notes turn in to drafts

---

4/6
Listen to story; why titled so?

4/7
What title would you chose and why?
WASL inspiration and benefit stems.

---

EALRS

2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. W

2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.

2.2.3 Understand and analyze story elements. W
· Interpret how situations, actions, and other characters influence a character’s personality and development.

2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights. W
· Draw conclusions from grade-level text

3.4.2 Analyze traditional and contemporary literature written in a variety of genres.
· Respond to literature written in a variety of genres

1.2.2 Apply strategies to comprehend words and ideas.

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W
· Select, from multiple choices, the meaning of a word identified in the text.