Monday Tuesday Wednesday Thursday Friday Standards and

assessments

1 Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine: Learning Target(s):
1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. I can
checklist* checklist* checklist* checklist* checklist* understand
2. Homework/r 2. Independen 2. Guided 2. Student 2. Book Talk the
eading plan t reading writing day choice day day importance
for the week day (reading or of
3. Select writing) transcende
independent ntalism and
reading book how this
literary
Plan: wrap up movement
Plan: Continue Deep Plan: Continue Deep introduction to is still
Plan: Deeper dive into Dive into Dive into transcendentalism prevalent in
Plan: introduction to Transcendentalist Transcendentalist Transcendentalist and my own life
transcendentalism and authors authors authors with student transcendentalist
transcendentalist presentations authors
authors Tasks:
Tasks: Guided writing: Tasks: Assessments:
Student choice on respond to a quote or Student presentations Tasks: Student-led
Tasks: author card poem by one of the Post-assessment presentations on
Pre-assessment on presentation authors we are Collaborative Learning (low-stakes) Transcendentalist
Transcendentalism Decide group roles researching reflection at end of authors
(low stakes - show class Gallery walk of book
what you know) Teacher-chosen Continue working on club books for next Pre-assessment on
groups group presentations week Transcendentalism
Lecture-based **see handout for for author cards Introduce books
multi-media details** Student choice for Post assessment on
presentation book club pairings Transcendentalism
introduction to
Transcendentalism

Homework: Homework
Read excerpts from Homework Homework Reflection if not done
author cards and Begin preparing for If you have not in class Homework
decide which author your role in the finished your Consider book club
you’d like to research collaborative learning presentation, finish it choices for next
this week group week and be ready
Come to class with at to decide by next
least two resources class

2 Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine: Learning Target(s):
1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive
checklist* checklist* checklist* checklist* checklist* 1. I can use
2. Homework/r 2. Independen 2. Guided 2. Student 2. Book Talk narrative
eading plan t reading writing day choice day (Book writing to
for the week day (book (reading or club share tell a story
3. Assign book club book) writing) out) while
club books raising
awareness
for issues
Plan: Begin writing for Plan: Use Plan: Continue to use Plan: Begin drafting Plan: Finish book that inspire
the unit through field observations to start observations to start narrative pieces club book shares me
journaling seeding for the seeding for the and continue 2. I can write a
narrative piece narrative piece Tasks: working on narrative narrative
Tasks: Create writing groups piece essay using
Distribute field journals Tasks: for peer-response and a strong
And have students Independently, go Tasks: feedback Tasks: voice to
decorate them observe a place Guided Writing: Book Club share captivate
(outside if applicable, complete another Begin drafting for outs my
Mini-lesson on field somewhere in the observation field narrative piece audience
journals and how they school - with teacher journal based on Book club reflection
help us grow as writers permission) and write photo-journalism Book Club work: small See handout for
and researchers down observations focusing on social group discussion of details**
 injustice the book Assessments:
Homework Book Club: get into Delegate speaker and Independent writing Student-led book
Observe three more book club groups and Mini-lesson on presenter for share time for finishing first club share outs
times once you get discuss the book for seeding strategies, out draft of narrative
home (this could be on the week generating ideas, and piece First draft of narrative
the bus, at dinner, etc) See handout for narrative writing writing piece
write what you notice details** Homework Homework
in your field journal, Begin Seeding and Continue working on Finish first draft if not
sketch if you’d like. Homework generating ideas for first draft of narrative done in class
Begin reading narrative pieces piece.
planned pages for
book club (this should Book Club work: meet
be decided by your with book clubs to do
collaborative learning a mid-week check-in
group) See handout for
details**

Homework
Look over your list of
ideas and circle three
that you are
interested in writing
about. Write a quick
draft (a paragraph) in
your field journal

Continue reading for

book clubs.

3 Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine: Learning Target(s):
1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. I can be a
checklist* checklist* checklist* checklist* checklist* good
2. Homework/r 2. Independen 2. Guided 2. Student 2. Book talk partner
eading plan t reading writing day? choice day day (essay through
for the week day share out) active
3. Independent listening,
reading book giving
feedback,
Plan: Continue Plan: Continue Plan: Wrap up Plan: wrap up and being
Plan: continue narrative writing narrative writing narrative writing narrative writing empathetic
narrative writing towards my
partner.
Tasks: Tasks: Tasks: Tasks:
Mini-lesson on what Look over articles Guided writing: in Students share out a Tasks: Assessments:
good writing partners students brought in your notebook, write piece of their narrative Hand in Narrative Peer-Response
say to each other Annotate and find down at least 5 social essay. Classmates will Essay Handout sheet
examples of how issues that your jot down each social
Peer response and they’d like to narrative writing piece justice/issue that their Preview Final draft of Narrative
conferencing day incorporate those could be tied to (use narrative piece relates informational essay Essay
See handout for writing moves in their this as seeding for the to and research-based
details* revised writing next writing writing
(Teacher models first) (mini-lesson on using assignment) Have students begin
a mentor text) finding threads
Writing conferences Meet with writing through their
groups again for peer narrative writing
Homework: Review the revision response and peer brainstorming,
Look over the process for narrative feedback observations, etc.
feedback sheets that writing and any
your peers gave you questions/expectation Work on last revision Quick Write: From
after the workshop. s piece the perspective of
Note any changes that one of the
you’d like to make on Continue writing transcendentalist
your second draft conferences if needed Homework: authors, what is
Finish up revisions something they’d
Find an article that is and polish final draft advocate for and
written in a narrative why?
form that talks about
 an issue / social justice Homework: Preview class book
issue Begin working on for the week
revising narrative
essay. Revise at least Homework:
three paragraphs. NONE!

4 Daily routine: Daily routine: Daily routine: Daily routine: Daily routine: Learning Target(s):
1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. I can
checklist* checklist* checklist* checklist checklist dissect a
2. Homework/r 2. Independen 2. Guided 2. Student 2. Book club novel based
eading plan t reading writing day choice day share outs on themes,
for the week day (may skip) plot, and
3. Independent relationship
reading book Plan: conclude s in order to
(if needed) whole-class novel. understand
Plan: dissecting whole Plan: dissecting whole the ‘big
Plan: begin reading Plan: continue with class novel based on class novel focusing Task: understandi
whole-class novel whole class novel themes, relationships, on themes, Final fishbowl ng’
plot, etc. relationships, plots, discussion 2. I can
Tasks: Tasks: etc. responding to participate
Hand out novels to Group work Task: questions given in in a writing
students answering preliminary Guided writing: tbd Task: advance partnership
discussion questions Discussion activity **see handout for
Make predictions as a Students respond details** Assessments:
class Discussion share out / Read as a class and individually to prompt, Discussions
first then discuss what then they share with a throughout the week
Webquest about book impressions/questions we’ve read partner and then end Homework:
students finding the about book up in small groups Start thinking about Fishbowl discussion
information on what Announce writing unit which container
they’re reading Continue reading as a groups based on Meet with writing you’d like to capture
class interest group and share your information for
Homework articles with each this writing unit
Begin reading novel Introduce expository Meet with writing unit other. Pick one to be a
according to reading writing unit and how groups and begin mentor text for this
schedule. we bridge between discussing ideas for unit.
narrative and what you want to work
Finish WebQuest if you informational writing on
didn’t in class Homework
Homework Homework Finish up novel for the
Read novel according Look for informational week and answer
to reading schedule texts that are writing questions for fishbowl
about the issue you’re discussion tomorrow
Look at the lists you interested in - pull one
have compiled so far that you think is
of issues you’ve interesting
written about or your
peers have written Read book according
about. Circle three to reading schedule
that you are
interested in and
email your list to me.

5 Daily routine: Daily routine: Daily routine: Daily routine: Daily routine: Learning Target(s):
1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. I can work
checklist* checklist* checklist* checklist* checklist in a writing
2. Homework/r 2. Independen 2. Guided 2. Student 2. Book club partnership
eading plan t reading writing day choice day share out and
for the week day day effective
3. Independent create a
book choice Plan: continue container
Plan: continue to drafting for showcasing
Plan: begin seeding Plan: gathering gather resources and Plan: continue drafting informational/exposit my work
strategies for resources for start drafting for for ory writing
expository writing informational/exposito informational/exposito informational/exposito Assessment:
ry writing ry writing ry writing Task: Annotated
Tasks: Finish expository Bibliography
Deeper dive into Tasks: Tasks: writing
expository writing and Meet with Writing Guided writing: look at Submit assignment Container for
 what it looks like Groups and begin an excerpt from this Tasks: Bring a copy of your expository piece
finding articles and informational essay to Writing group centers assignment to class
Brainstorm the sources that support see what the writer is Switch papers with Students will do a
container for your informational doing another group and gallery walk of
information through a piece (3-4) and have them respond to everyone’s essay
gallery walk of ideas annotating them / Mini-lesson on looking your writing and will get to read
mining them for data at mentor text for **see handout for their writing
Meet with writing informational writing details**
groups to decide which Begin working on Jot ideas in your
container and delegate annotated Independent time: After you receive writer’s notebook if
jobs bibliography apply your own feedback, talk to your anything catches
**see handout** mentor text to what group about what your attention.
you learned in the you’d like to revise
mini-lesson, jot writer and begin editing
Homework: Homework: moves Homework:
Start looking for ideas Continue working on Homework: NONE!
for three sources you’d annotated Begin drafting Finish revising your
like to incorporate. bibliography rough draft
Bookmark them. Homework: Turn in annotated
Finish a rough draft of bibliography
your expository piece
(length is dependent
on what you decide
as a group)

6 Daily routine: Daily routine: Daily routine: Daily routine: Daily routine: Learning Target(s):
1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. I can write a
2. homework/re 2. Independen 2. Guided 2. Student 2. Book club rationale
ading plan t reading writing time choice day share outs that
for the week time explains the
Plan: Plan: different
Plan: wrap up Plan: Book club week Plan: Wrap up book clubs component
expository writing and Book club week Book club week for the week s of my
begin rationale Tasks: Introduce research research
Tasks: Guided writing: write mini-unit topic
Tasks: Book club scavenger from the perspective Tasks: 2. I can work
Book trailers for hunt of someone opposed Tasks: Book club share outs effectively
bookclubs this week **see handout for to your idea. Why Preview research and discussion in a
details** would they be project for the last few book-club
Student choice for opposed to it? How weeks of the semester ‘What have I community
book clubs Independent time to might you change *see handout for learned, what do I
work on rationale for their mind? details* want to know?’ Assessments:
Introduce rationale final research project. activity Rationale
assignment and what a 1-2 pages handed in Discuss rationale with Book club switch up **see handouts for
rationale is by the end of class a response partner. activity details** Book Club share outs
What needs more
Homework: Homework: clarity? What is it Homework: Homework:
Begin brainstorming Finish rationale if you you’d like feedback Fill out research form Begin thinking about
ideas for your rationale didn’t in class on? to make sure you are resources you’d like
write 5 in your writer’s Read for bookclubs on track to use for your
notebook Book club activities #2 Finish up book club research project.
Read for bookclubs book
Homework:
Read for bookclubs

7 Daily routine: Daily routine: Daily routine: Daily routine: Daily routine: Learning Target(s):
1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. I can begin
checklist* checklist* checklist* checklist* checklist mining
2. homework/re 2. Independen 2. Guided 2. Student 2. Book talk credible
ading plan t reading writing day choice day share out sources for
for the week day day data
3. Independent 2. I can write a
reading book Plan: continue Plan: continue proposal
research project last Plan: continue research project last tailored to
Plan: introduce Plan: continue three weeks of unit research project last three weeks of unit the appeal
research project for the research project for (gathering resources) three weeks of unit (gathering of my
last three weeks of unit last three weeks of (gathering resources) resources) Representa
unit (gathering Tasks: tive
 Tasks: resources) Guided writing: Tasks: Assessments:
Presentation on respond to prompt Guest speaker from Tasks: None this week
overview of research Tasks: about change in the the community will be Student book talks
project components Mini-lesson on finding community and how coming in to speak on
and possible topic reliable and good that might be how to write to local
ideas sources for research achieved through this representatives and Book club previews
papers project what that looks like for next week
Brainstorm session of
research topics Listen to podcast on Data-based
through seeding activism of young Review fact sheets scavenger hunt - in Watch a Ted Talk on
strategies and threads adults in their about Representative groups find five student outreach in
found in other writing communities and how we might sources that would fit the community
throughout the unit Take notes for change our writing your research paper
proposition style or proposition to Start making a works
Pair up based on appeal to them. cited list
research topics Introduce proposition See handout for
assignment Lecture on audience, details**
Homework: rhetoric, and Homework:
Solidify topic if you Homework: persuasion Continue working on
haven’t already Find two reliable Homework: proposal or research
sources to bring in Start drafting your project
Create a list of tomorrow Homework: proposal for ideas to
possible people to Start setting up your Representative
interview and begin Research your interviews if you
contacting them representative, bring haven’t already
in a fact sheet about *See handout for
them and their beliefs guidance*

8 Daily routine: Daily routine: Daily routine: Daily routine: Daily routine: Learning Target(s):
1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. I can write a
checklist* checklist* checklist checklist checklist letter to my
2. homework/re 2. Independen 2. Guided 2. Student 2. Book club local
ading plan t reading writing choice day share out representati
for the week time day ve about an
3. Book club issue that is
week Plan: continue writing Plan: continue writing Plan: continue Plan: finish important to
proposals proposals and drafting letter-writing to a letter-writing and me
accompanying letter representative propositions 2. I can
Plan: begin drafting Tasks: Tasks: practice
proposal Guest speaker Tasks: Look at current bills Tasks: active
coming to talk about Guided writing: from on an issue that you Book club share outs listening for
Tasks: the legislative process the perspective of are writing about and the guest
Mini-lesson on what and how to get your research topic, make observations Final guest speaker speakers
makes a good involved write a letter to your about what you might about non-profit who are
proposal and what a representative amend organizations for coming to
proposal is explaining your advocacy speak.
**proposal ideas must Book club work: argument Work on letter-writing.
be approved** Discuss what you’ve Have a peer respond
read and how it Mini-lesson on to your letter and give
Finish rough draft of relates to the writing academic letter feedback. Homework: Assessments:
proposal work we are doing in writing and Continue working on Letter submitted
class walkthrough of letter research project,
Book club group to writing to a Book club work: Follow the handout Proposal
decide reading work representative Discuss book club to make sure you
for the week questions and how are on schedule
Independent work: you could use this
Homework: Homework: Start drafting a letter style of writing for Draft a research
Start reading for book Continue reading for to your representative advocacy outline
clubs book clubs
Continue with research Continue researching Book club work:
Discuss what you’ve
read. How might it Homework:
inspire you for the Revise your letter and
letter-writing email me for feedback
assignment?

Homework:
Continue reading for
 book clubs
Finish first draft of
letter

9 Daily routine: Daily routine: Daily routine: Daily Routine: Daily Routine: Learning Target(s):
1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. I can write a
checklist checklist checklist* checklist* checklist* research
2. Homework/r 2. Independen 2. Guided 2. Student 2. Independe paper
eading plan t reading writing day choice day nt book based on all
for the week share out my findings
3. Independent day throughout
book this unit
Plan: final research Plan: final research Plan: final research Plan: final research
Plan: final research paper paper paper paper
paper Assessment:
Rough draft research
Tasks: Tasks: Tasks: Tasks: Tasks: paper
Bring research outlines Continue drafting Continue drafting l Continue drafting Peer-response day
to class research paper research paper research paper And revising day

Lecture on research
paper formatting,
expectations,
presentations, etc.

Starting drafting final

research paper

Homework: Homework: Homework: Homework: Homework:

Work on research Work on research Work on research Work on research Work on research
paper paper paper paper paper

1 Daily routine: Daily routine: Daily routine: Daily Routine: Daily Routine: Learning Target(s):
0 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. 5 to thrive 1. I can give a
checklist checklist checklist checklist 2. Book talk clear
2. homework/re 2. Independen 2. Guided 2. Student shareouts presentatio
ading plan t reading writing day choice day n outlining
for the week day the findings
3. Independent Plan: Plan: of my
reading book Plan: Plan: Presentations Presentations research
Research project Research Project paper
Plan: presentations presentations Task: 2. I can write a
Research project Task: Presentation Day! research
presentations Tasks: Tasks: Research packet is paper about
Mini-lesson on Finish up presentation due something I
Tasks: presentation etiquette materials and gather Presentation day!! am
Hand out presentation and things to think all the pieces of the passionate
assignment sheet** about research project about

Begin gathering Continue building Homework: Homework:

supplies for the research project Make sure you have Mail your letter and Assessment:
presentation presentations ALL pieces of your Homework: proposal to your Final Research
research project NONE! representative Packet
Homework: Homework: ready to turn in
Work on research Work on research tomorrow Research
paper paper Presentation