10 Day Penniman - SVHS
In – Class SWBAT
Week 1
Day One Bellringer and Quote of the
Day (BR and QOTD)
Article of the week posted,
take time to read it
individually
Vocabulary preread
Vocab writing activity -
Create freewrite using all
words
Day Two BR and QOTD
Introduce Ray Bradbury's "A
Sound of Thunder"
2 Exposures to story (large
group reading and small
group reading) FIG LANG
POINT OUT AS WE READ
Skeleton Notes about text
to be completed in groups
Day BR and QOTD responses
Three Return to small groups to
finish SNs
Class discussion about SNs
Day Four BR and QOTD responses,
share as a class
Finish SNs and go over as a
class
Cocktail party, everyone
writes down one example
of figurative language they
found in the text and share
it with other students to
discuss its purpose and how
it functioned in the text.
Day Five BR and QOTD responses
Vocab Test on Monday
Homework
Use context clues to No homework
understand word
meaning
Write creatively using
new vocab words of the
week
Work in small groups to No homework
understand text
Collaborate in groups to
answer guiding questions
Engage and participate in No homework
class discussion to better
understand text
Identify main ideas by No homework
using textual evidence
Identify figurative
language from previous
lessons
Understand and point out
cause and effect from
ASoT
Show vocabulary Begin thinking about your
understanding through writing assignment idea
 words
Introduce creative writing
assignment - Time travel
Brainstorming activity
Writing marathon, prompts
will be student lead (Index
Card - destination spots)
Submit AOTW response
(Article of the Week)
assessment
Brainstorm potential
ideas for creative writing
assignment
Participate in writing
strengthening activity
Understand the
requirements for the
writing assignment

Week
Two

Day Six BR and QOTD responses Understand elements of No homework

AOTW posted, take time to creative writing
read individually Discuss with peers
Read/Exposure to creative potential ideas for writing
writing mentor texts Read mentor texts that
Class discussion of writing frame expectations of
elements to incorporate their writing assignment
into their writing that the
mentor texts showed
Post-It Note Forehead
activity to get into groups to
discuss their potential
writing topics for where
they would time travel to

Day BR and QOTD responses Outline and begin No homework

Seven Whip around the room to creative writing
share where they will be assignment
time travelling to in their
writing assignment
Use class-time to outline
their WA and begin writing
once approved by me

Day Eight BR and QOTD responses Use classtime to work on No homework, unless progress
Class time to be used for their WA was not noticeable
their WA
Progress check-in before
class is over

Day Nine BR and QOTD responses Use class time to work on Return to class with a first
Last class day to work on their WA draft that they are ready to
WA share with small groups in
Once they feel that they are workshop
 ready, get with a partner to
just read and listen to each
other's work. No
constructive feedback will
be given on this day.
Day Ten BR and QOTD responses Share with small groups Read over group feedback,
WORKSHOP DAY - Small their own writing submit your first draft
groups of 3 Provide structured
Share first draft with feedback to their peers
groups, group members will
provide feedback through
worksheets given
beforehand