Unit Overview: HOLES

How does authors choice reflect on the emotional interpretation of a story?

Rebekka Inglefield
December 17, 2016
 Unit Overview
I. Learning Targets (LTs), Rationales, and Common Core State Standards (CCSS)

1. Writing LT: SWBAT engage and orient the reader through their character introductions.
CCSS.ELA-Literacy.W.7.3.a
Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.

Rationale: In order to write a clear and concise personal narrative, students need to create
a sequence of events that are strong and build off of each other. Personal narratives are important
for students to experience because it is important to tell your story. The reader should not
question the order in which these events happened because they experienced them first handedly.
In describing the sequential events, they focus on detail and description during a short period of
time. Students will have to be creative when recounting the events they wish to write about.

II. Language (Grammar) LT: SWBAT demonstrate control of simple and

complex sentences in writing a narrative IOT avoid monotony, trigger emotions, and
force readers to ask questions while they read.
CCSS.ELA-Literacy.W.7.3.c
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
one time frame or setting to another.
Rationale: When used correctly, simple and complex sentences create powerful
and clear writing. Revising those sentences are important so that they trigger emotion, avoid
monotony and force questioning. Students will be introduced to different examples, watch a
teacher model, and practice revising on their narratives. All of these skills will help to strengthen
their writing, including the writing of their narratives.

III. Reading Literature LT: SWBAT understand how authors introduce

characters in order to engage the reader.

CCSS.ELA-Literacy.W.7.3.a
Engage and orient the reader by establishing a context and point of view and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Rationale: Analyzing these aspects of literature impacts the reading and

understanding of a story. In a class discussion, we will discuss the choices that authors make in
introducing new characters to the reader and what it makes us think about. We will also think
about this character through the point of view of the protagonist to see how the author wants us
to think about this new character. For example Sachar introduces Zero by describing his shabby
appearance and making him mute and then we later realize that he can speak but was uneducated
and had an unfortunate upbringing.

IV. Reading Strategy LT: SWBAT ask questions when characters are
introduced (What role will the character play? Why is this character introduced now? What
relationship does this character have with the protagonist? etc.) IOT engage with the text.

CCSS.ELA-Literacy.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or
narrators in a text.

Rationale: We want to pay attention to an authors choices in evoking emotion while introducing
new characters to their readers. As we encounter a new character, we will ask ourselves
questions. Are we supposed to like this character? Who is he/she in relation to our protagonist?
Why is the author bringing this character into the story at this point in time?

V. Speaking and Listening (Discussion) LT: SWBAT use textual evidence

through focusing students on a page number, introducing claim, followed by a read aloud of their
quote in order to argue their opinion on an issue and enhance understanding during discussion.

CCSS.ELA-Literacy.SL.7.1.a
Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
Rationale: We want students to participate in speaking and listen while using
textual evidence for support through this frame: On page ___, it is evident that Stanley is poor
because Sachar writes___. This equips our students with background knowledge and new
insight on information they are not familiar with before if they come to class having already read
and reading to discuss. We will ask the students to refer to the material they have read in order to
make their arguments stronger and explain where their claims came from.

VI. Digital Literacy LT: SWBAT analyze film makers choices of color,
music, and props IOT evoke emotion of the viewer.

CCSS.ELA-Literacy.RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia
version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color,
or camera focus and angles in a film).

Rationale: The experience of reading a text and listening to the performance of a text can
trigger different emotions to the students. When watching the film Holes we want students to pay
close attention to the color that is used in the film. Are they bright and vibrant? dull and neutral?
what impact does that have on us? In focusing on the music involved in the film, what impact
does that have on us? Where do we laugh because of the music and when are we more serious?
Lastly, the props are a very important aspect of the film that we should take into consideration.
How do they lend to our engagement of the story? What would happen to the scene without
certain props?

II. Texts

LT # Title and Author Genre Year

All LTs HOLES by Louis Sachar Novel 1998

LT 4 HOLES directed by Film 2003

Andrew Davis

LT 1 Day of terror in New Article 2011

York: Pages from a
reporters 9/11 journal by
Geraldine Baum

LT 3 "Types" of Characters in Article 2016

Fiction by Ginny
Wiehardt
LT 4 The True Story of the 3 Childrens literature 1989
Little Pigs by Jon
Scieszka and Lane Smith

III. Essential Questions (EQs) and Rationale

Overarching EQ: Fate and Destiny
Topical EQ: How does authors choices reflect on the emotional interpretation of a story?

Rationale: it is significant for students to understand the variety of choices Authors have to make
in order to impact the reader. It is important for students to take a step back and understand that
every character is chosen for a reason, color, music and props are all carefully chosen in the
effort to evoke emotion from the viewer/ reader. Throughout all of these choices, the author also
chooses the fate and destiny of all characters. This gives the students a chance to see how
characters are introduced as well as how they developement throughout the entire text. These
choices help to give a purpose to student reading during this time in their education.

Assessment Plan:

LT1: Writing: SWBAT (30%) Autobiography

engage and orient the reader
through their character
introductions.
(Summative): Throughout this unit, the students will be
completing a personal autobiography to account for one
hour in the storytellers life. In writing this, they will focus
on how they chose to introduce their main or smaller
characters after experimenting different introduction
techniques. There will be several parts to this assignment,
including several drafts and chances for revisions.
(10%) (Formative): Students
have to create three different ways to introduce a character?

LT2: Language (Grammar) (5%) Story Reconstruction for

SWBAT demonstrate
control of simple and
complex sentences in
writing a narrative IOT
avoid monotony, trigger
Readers Reactions (summative). They can reconstruct a
story plot that they already know and focus on sentence
structure and creating impact on the reader. For example:
the plot of Goldilocks and the Three Bears is one that is
common among readers. Ss can create a few sentences
emotions, and force readers
to ask questions while they
read.
LT3: Reading Literature:
SWBAT understand how
authors introduce characters
in order to engage the reader.
LT4: Reading Strategy:
SWBAT ask questions when
characters are introduced
(What role will the character
opening the story with varied sentence structure that creates
heat.
Note: Mention that students should involve both simple
and complex sentences in variation to avoid monotony. To
modify for Ss, we can give them a plot summary and have
them edit the sentences to make them evoke emotion and
create heat for the reader.
(NG) Exit Ticket (informal)
Students will use the 3-2-1 format for this exit ticket.
Students will be asked to reflect on three things they
learned about clauses, two ways they contributed to class
today, and one questions they still have. These will be
stapled to their narratives.
(NG) Partner Talk (informal Pre-
assessment) Before the whole-group discussion, students
should pair up and discuss any information they know
about character introduction.
(10%) Whole-group Discussion
(Formative) Students will participate in a whole-group
discussion in order to show the students the importance of
character introduction. Students would be presented with
examples of how these elements can change certain
information, such as our emotions towards a character.
(10%) Change Perspectives
(Formative) After reading chapter , we will discuss the
importance of character introductions Students will then be
play? Why is this character
introduced now? What
relationship does this
character have with the
protagonist? etc.) IOT
engage with the text.
LT5: Speaking and Listening
(Discussion): SWBAT use
textual evidence through
focusing students on a page
number, introducing claim,
followed by a read aloud of
their quote in order to argue
their opinion on an issue and
enhance understanding
during discussion.
LT6: Digital Literacy LT:
SWBAT analyze film
makers choices of color,
music, and props IOT evoke
emotion of the viewer.
paired off and read a familiar part of the novel together.
Through the protagonists POV, students will analyze traits
of Mr. Sir. Why is he viewed as a grumpy heartless
character? What does the author do to make us view him
this way? In a think-pair-share activity, the class will come
up with universal ideas about Mr. Sir by analyzing through
Stanleys POV and how Sacher choses to introduce him.
(10%) Finding quotes:
(Formative) Students will participate in speaking and listen
while using textual evidence for support through this
frame: On page ___, it is evident that Stanley is poor
because Sachar writes___. This equips our students with
background knowledge and new insight on information
they are not familiar with before if they come to class
having already read and reading to discuss. We will ask the
students to refer to the material they have read in order to
make their arguments stronger and explain where their
claims came from.
(10%) Group Discussion
(Formative) Students will practice speaking and listening
during this group discussion where they are asked to share
an argument and a quote for support. Students will be
tracked based on how well they can argue their claim
through their use of a quote. To keep the conversation alive,
students must speak multiple times through feedback that
they input to the conversation. We will set discussion
norms so that all students are aware of how the discussion
will go and so that everyone is comfortable sharing.
(10%)Critical Thinking
Comparison Worksheet: (Formative) Students will read and
watch a video of a piece of literature. They will compare
and contrast elements of characters, setting, additions,
deletions, relationships, and themes between the two
medias. In watching the film they will experience different
emotions that they feel as they read.

(10%) Group Discussion:

(formative) Students will share their findings between
watching a film and reading a text of the same story. They
will discuss which of the two they emotionally reacted
more to and why. This will help students in listening and
cooperatively comparing two medias.
 II. Assessment Plan
Summative Assessment

Objective: SWBAT write an autobiography to account for one hour in the storytellers life, in
order to create sequence events that build on one another to build a coherent whole in their
writing of their narrative.

In this unit, we have dissected the detailed events that occurred on September 11th, 2001.
Through effective imagery of her real experience, we as readers gain an understanding of the
sequence of events that surrounded those plane crashes. Because of the techniques, we are able
to form a mental picture of New York City on that specific day and in what order they happened;
we figure out the relationship of each event on the next and are left with a clear image of one
specific hour in time.

Now its your turn! Editors of The Baltimore Sun has reserved a spot for your own personal
narrative.

What is the task?

Choose one hour of your life that you remember as if it went by in slow motion. Use sensory
detail to describe this hour of your life in the sequence of events in which it happened to you
while focusing on how you should most effectively introduce your characters. This could be
when your baby brother was brought home from the hospital or when you got on your first
airplane. Make sure your writing abides by this criteria:
12 pt font Times New Roman
Double spaced
Two pages in length
Creative title
1st person point of view
Tell the events in the sequence in which it happened so that the events build upon each other.
 Writing Schedule:

Keep track of your progress so that you are prepared to switch for peer editing. I advise that you
write these dates down!

Tuesday, August Brainstorm a list of ideas and experiences that you vividly remember, and
23rd will be able to go into detail and explain in a sequence of events.

Friday, August 26th Rough draft due for peer review. (Optional teacher feedback.)

Thursday, September Second draft of rough draft due for peer review.
1st

Thursday, September Final version and all drafts due. You will be presenting your narratives in
8th groups.

Tuesday, August 23rd Brainstorm a list of ideas and experiences that you vividly remember, and
will be able to go into detail and explain in a sequence of events.

http://articles.latimes.com/2011/aug/21/nation/la-na-towers-journal-20110821
 Rationale for Summative Assessment

This personal narrative summative assessment involves many of our LTs throughout the

Unit Plan. Students will find a connection between LT #1 (Writing), LT #2 (Grammar), LT #3

(Reading Literature), and LT #4 (Reading Strategies) in writing this narrative. In this assignment,

students must be able to demonstrate understanding of how to write a detailed sequence of events

that occur within one hour of their life. Breaking down these elements of their story will force

them to think of a moment where cause and effect played a role. From reading Day of terror in

New York: Pages from a reporter's 9/11 journal students will see an example of how to evoke

emotion as well as tell a sequence of events in a way that capture the reader and build a story; the

events happen one after another which draws a picture in our minds about the last hour of the

Twin Towers existence.

Through the grammar lesson, students will understand how control of simple and

complex sentences creates emotion within a reader and makes one ask questions while reading.

After multiple opportunities to practice this skill, students will be able to apply it to their own

writing. We will edit one paragraph of their narratives in class for practice which will then

continue to affect the final draft.

In my unit, I will need to teach students how point of view can affect the understanding

of a story. Furthermore, they will learn the impact of variation between simple and complex

sentences. Overall, students will view many instances of how foundations in a story interact and
create a story. Students will show their understanding of these tools through their narratives of a

sequence of events.

In creating this unit, I attempted to make each LT coherent with one another while

focusing on various elements of writing and the effects of this writing on our readers. From

analyzing an article of September 11th, Holes, and excerpts from Speak, students will be able to

write in their own style, while engaging their reader. This unit plan asks for ownership, personal

connections, and original work of an individual experience. I hope that providing multiple texts,

students will have many tools to integrate into their writing however they may be confused

which can be a downfall in this unit. With explanations and scaffolding, I think that we can

create a cohesive final draft about a personal experience, something they will be excited to share

and experiment with. I expect my students to be engaged and excited about their writing because

of the freedom that they are given. I have found that 7th graders have an amazing imagination

they can exhibit through writing.

A modification that could be made is a speaking summative assessment about a personal

experience. ELL students may have trouble communicating through writing so we can build on

writing skills while also asking them to explain details verbally. I am open to honest feedback so

that my future students feel more successful!

 Week #1 (Each period is 50 minutes)
Monday, 08/15, Day 1 Tuesday, 08/16, Day 2
LTs: N/A LTs: Reading Literature
Focus: 1st day of school Focus: Analyze how authors
housekeeping introduce characters in order to
engage the reader.
Instructional Activities: Instructional Activities
Expectations of the HOLES Chapter 1
classroom Engage students in the text; read
Syllabus aloud; close reading, going over
Housekeeping any terms or events that will
deepen their understanding of the
overall text.
T-Talk (IE) Types of Characters:
Protagonist, Antagonist, Static
Character and Dynamic Character.
As a class, we will read "Types" of
Characters in Fiction by Ginny
Wiehardt
As a class, write a list of several
ways an author can introduce
characters.
HW: Syllabus needs to be HW: HOLES Chapters 2-5
signed by parents
Week #2 (Each period is 50 minutes)
Wednesday, 08/17, Day 3
LTs: Reading Strategy & Writing
Focus: Analyze how authors introduce
characters in order to engage the
reader.
Students read chapters 2-5 for
homework. As a class discuss the new
characters, how and why they are
introduced, and what relationship do
they have so far with the protagonist?
Introduce the formative assessment:
Students write three creative ways to
introduce characters into a novel.
Guided questions: What are some specific
HW: Finish your character
introductions
Thursday, 08/18, Day 4
LTs: Writing
Focus: Presenting character introductions
Instructional Activities
In small groups, students will share the
character introductions they came up with.
T-Talk (IE) on character traits: Feelings,
actions, thoughts and dialogue. Important for
students to learn when introducing their
characters in their narrative.
Discussion norms: Waiting for the speaker to
be done before raising your hand,
acknowledging who is speaking and actively
listening throughout the whole discussion.
types of characters? What are character traits
and some examples of specific traits? What
are some ways authors introduce characters?
.
HW: Discussion talking points
Friday, 08/19, Day 5
LTs: Speaking and Listening
Focus: Analyze Characters.
Instructional Activities
Partner Talk: Students will pair up
with a partner and talk over their
ideas before opening it up to a group.
Review Discussion norms before
starting.
Whole Group Discussion: Guided
questions: What are some specific
types of characters? What are
character traits and some examples
of specific traits? What are some
ways authors introduce characters?
Introduce Vocabulary terms for quiz
next week (Quizlet) These are
specific terms from the novel, Holes.
HW: HOLES Chapter 6 and 7
Monday, 08/22 , Day 6
LTs: Writing
Focus: Narrative example/ Free
Write
Instructional Activities
Hand out article on September 11th,
2001 that models imagery and
descriptive writing of a series of
events. Through effective imagery
of her real experience, we as
readers gain an understanding of
the sequence of events that
surrounded those plane crashes. I
will read this narrative to the class
aloud. We will have students focus
on descriptive details the author
uses to explain the event, as well as
on how the author chooses to
introduce their main and smaller
characters.
Have the students do a freewrite
based on a memorable moment in
life. Students can also practice
creative ways to introduce
characters while they are writing.
HW:
Week #3 (Each period is 50 minutes)
Tuesday, 08/23, Day 7
LTs: Writing
Focus: Summative Assessment
Instructional Activities
Autobiography (Summative)
Introduce summative assessment,
go over expectations and writing
schedule.
With the remaining class time,
have students begin
brainstorming ideas in a list of
experiences they vividly
remember. Students should be
able to answer the 5 Ws for each
experience (Who, What, When,
Where and Why) Students will be
given a guided frame. This is a
memorable event because_____.
The people there with me
were____. This event happened
when I was___. This gives
students a frame so that this is a
productive writing time for them.
Students should have at least 3
experiences.
Hw: Complete list of
experiences.
Wednesday, 08/24, Day 8
LTs: Writing
Focus: Summative Assessment
Instructional Activities
Students should all have a list of
3 experiences they believe they
could write about.Students will
be placed in groups and share
their three experiences.
During this activity, students will
be asked to decide which
experiences they can write about
the strongest, based on the
sequence of events that they can
recall.
HW:
Thursday, 08/25, Day 9 Friday, 08/26, Day 10
LTs: Writing LTs: Reading Literature
Focus: Narrative Writing Focus: Peer-review Rough
Drafts
Instructional Activities Instructional Activities
T-Talk (IE): Narrative Writing: Have students pair up and peer-
Telling a storyWhat to review rough drafts. Students
include in the beginning also have the option to meet with
(Setting, characters, explain the teacher for additional
situation) , middle (events) and feedback.
end of your narrative (ending,
what happens to the significant
characters and closing sentence)
T-Talk (Model):Display an
example on the screen and
highlight what needs to be
included in their narratives.
With remaining class time:
Students will work on their
rough drafts.
HW: Finalize rough drafts for HW: HOLES Chapters 8-12
peer review
Monday, 08/29, Day 11
LTs: N/A
Focus: Critical Reading in
preparation for discussion
Instructional Activities
Students have read up to Chapter
12 at this point. Students will be
given a summary sheet for the
chapters 13-18. (This will ensure
the students have knowledge of
the main ideas so far).
Students will read the summary
sheet as a group and then read
chapter 19.
T- Talk (IE): Introduce strategies
for Before Reading, During
Reading and After Reading. This
gives students a purpose to
reading. This also ensures that all
students have the same
background knowledge in order to
prepare for discussion.
HW:
Week #4 (Each period is 50 minutes)
Tuesday, 08/30, Day 12
LTs: Speaking and Listening
Focus: Creating arguments. Whole
group discussion
Instructional Activities
Chapter 19. The boys stole the
sunflower seeds from Mr. Sir while he
was filling canteens. Stanley, our
protagonist, is about to be blamed for
stealing the seeds. What would you
do? There is a decision the protagonist
has to make.
Specific textual evidence frame for
discussion: On page ___, it is evident
that _____ because Sachar writes___.
As a class, we will create more frames
for them to use during the discussion
such as: If I was Stanley, I
would_____ because _____.
HW: Creating argument for
Discussion
Wednesday,08/31, Day 13
LTs: Speaking and Listening
Focus:
Whole Group discussion
Instructional Activities
Partner talk: Have students
pair up and discuss their
argument prior to opening up as
a whole-group discussion
Whole Group Discussion :
Guided Questions: If you were
Stanley, and are about to be
blamed for stealing the seeds,
what would you do and why?
(Dont forget to use our
discussion frames we created).
HW: (SA) finalizing rough draft
Thursday, 09/01, Day 14
LTs: Writing
Focus: Peer-Review
Instructional Activities
T-Talk: expectations of peer
review
Compliments: I really liked the
way you___
Suggestions: I am unclear with
how you___ maybe try
doing___
Corrections: This is a good
time to correct___ ex. spelling,
sentence organization, missing
elements on rubric. (These
frames will be written on the
board)
Peer Review Form
HW: Finalizing papers to turn
in next week
Friday, 09/02, Day 15
LTs: Grammar
Focus: Simple and complex
sentences in writing narrative
Instructional Activities
T-Talk (IE): Demonstrating
control of simple and complex
sentences makes your writing
stronger and clearer because (1)
you avoid monotony, (2) trigger
emotions and (3) for readers to
ask questions.
Access Grammar Lesson plan
for further details.
Assessment: Revising
narratives while identifying
simple and complex sentences.
HW: HOLES chapter 20-24
Monday, 09/05, Day 16
LTs: N/A
Focus: Literary Conflicts
Instructional Activities
Vocabulary Quiz (quizlet)
Introduce new terms (These
vocabulary terms will be ones
chosen from Holes)
Students form into conflict groups
and create a poster describing the
conflict and how it relates to Holes
Groups will present their ideas
towards the end of class.
Literary Conflicts
Man vs. Man
Man vs. Self
Man vs. Society
Man vs. Nature
Man vs. Technology
HW: HOLES chapter 25-27
Week #5 (Each period is 50 minutes)
Tuesday, 09/06, Day 17
LTs: Proficiency
Focus: PBA
Instructional Activities
PBA: Analyze specific
characters in a novel and the
choices an author makes
when introducing
characters.
After PBA is completed:
students may bring their
rough drafts (with
questions) for teacher
feedback.
Hw:
Wednesday,09/07, Day 18
LTs: Digital Literacy
Focus: Analyze film makers choices IOT to evoke
emotion of the viewer.
Instructional Activities
Students will watch the film Holes up to where we
have read, focusing on the color that is used in the
film. Are they bright and vibrant? Dull and neutral?
Focusing on the development of music. Where do we
laugh because of the music, and when is it serious?
Also, focusing on the props. What would happen to
the scene without certain props?
Students will compare specific scenes in the film to
the story, and which scene evokes more emotion to
the reader/ viewer.
A worksheet to compare and contrast will be
provided so that they are actively noticing the
differences and so that they are aware of the emotions
that they had in watching this media after reading the
novel.
T-Talk: Once the first scene we wants students to
compare occurs, I will stop the film and go over the
worksheet to make sure students understand the
expectations.
HW: Summative Assessment
Thursday, 09/08, Day 19
LTs: Reading Strategy
Focus: Analyzing text structure
Instructional Activities
Summative Assessment is due
today.
Students will hand in their final draft
along with the outline, first draft,
second with highlighting, and any
other drafts that they have created.
Students will present their narratives
with partners. This will be like a
speed dating activity. Students will
rotate partner to partner, sharing their
narratives. This gives the students an
opportunity to share their hard work.
HW:
Friday, 09/09, Day 20
LTs: N/A
Focus: Stag Day/ Intro to POV
Instructional Activities
Stag Day: Working
on/catching up on any reading
or assignments that were not
completed.
Students will have the chance
to catch up on any assignments
they did not turn in.
Once students are caught up
on work they will read The
True Story of the 3 Little Pigs
by Jon Scieszka and Lane
Smith. This will orient the
students on POV. As they
read they will have to analyze
what POV this story is in, how
they figure that out and the
effect that has on the reader.
HW: HOLES summary sheet
for chapters 28-38
Monday, 09/12, Day 21
LTs: Reading Strategy
Focus: Point of View
Instructional Activities:
Change Perspectives (Formative)
Students will be given a worksheet
with specific passages from their
reading. As a class we will discuss the
importance of character development
throughout the text.
Students will then be paired off and
read these specific passages together.
Through the protagonists POV,
students will analyze traits of Mr. Sir.
Why is he viewed as a grumpy,
heartless character? What does the
author do to make us view him this
way?
Students will create answers to share
for discussion the next day.
HW: Finalize talking points for
discussion
Tuesday, 09/13, Day 22
LTs: Speaking and Listening
Focus: Point of View
Instructional Activities:
Partner talk: Have students
pair up and discuss their
answers prior to opening up
for whole group discussion.
T-Talk: Discussion Norms
for todays discussion.
Acknowledging the speaker: I
agree with ___ when they
say____ because___. I do not
agree with ___ because ____.
Whole Group Discussion:
Guiding Questions: Why is
Mr. Sir viewed as a grumpy,
heartless character? What
does the author do to make us
view him this way?
HW: HOLES summary sheet
for chapters 39-end
Wednesday,09/14, Day 23
LTs: Digital Literacy
Focus: Film makers choices
Instructional Activities
Continue watching the rest
of the movie with the
compare and contrast
worksheet.
Students will complete the
worksheet and compose their
answers for how color,
music and props are used in
a film and whether or not the
novel or film evokes more
emotion to the reader/
viewer.
HW: Finalize worksheet and
talking points for discussion
Thursday, 09/15, Day 24 Friday, 09/16, Day 25
LTs: Digital Literacy & Speaking and LTs: N/A
Listening
Focus: Film makers choices Focus:
Instructional Activities Instructional Activities
Partner talk: Have students pair up and Vocabulary Quiz
discuss their answers prior to opening up for (quizlet)
whole group discussion.
Stag Day: Students will
T-Talk: Discussion Norms for todays have the chance to catch
discussion are to continue developing up on any assignments
acknowledgement of the speaker as well as they did not turn in.
actively listening and making eye contact with Students can bring in
the speaker. outside reading if they
are completely caught
Whole Group Discussion: up.
Guiding Questions:
How is color used in the film? How does End of Marking period
music function in a film? How are props
incorporated into the film? Does the film or
novel evoke more emotion to the
reader/viewer and why?
HW: HW:
 Resource/Text List:

http://www.smithsonianmag.com/science-nature/stopping-sharks-by-blasting-their-senses-36581191/?page=1

9/11 Narrative- (Day 6) Selective Part of article

http://articles.latimes.com/2011/aug/21/nation/la-na-towers-journal-20110821

HOLES by Louis Sachar

You-tube video- Help students understand Independent and Dependent clauses (including subordinate conjunctions)
https://www.youtube.com/watch?v=hNT1D0JoFk8&feature=youtu.be

(Grammar Lesson) exit ticket 3-2-1 format

https://www.teacherspayteachers.com/Product/Exit-Slip-19306