May 6 - 10, 2013
Monday, May 6, 2013
* Regular and Irregular Adjectives: comparatives and superlatives
Student teacher engagement and practice
Materials: Grammar book and personal notebooks
Tuesday, May 7, 2013
* Don't forget about your Read to Succeed Project due on May 29th! It counts as a test grade.
Wednesday, May 8, 2013
*
Thursday, May 9, 2013
*
Friday, May 10, 2013
*
* Regular and Irregular Adjectives: comparatives and superlatives
Student teacher engagement and practice
Materials: Grammar book and personal notebooks
Tuesday, May 7, 2013
* Don't forget about your Read to Succeed Project due on May 29th! It counts as a test grade.
Wednesday, May 8, 2013
*
Thursday, May 9, 2013
*
Friday, May 10, 2013
*
April 15 - 19, 2013
See 7th Grade Regular Language Arts 2012-2013 tab
March 11-14, 2013
See 7th Grade Regular Language Arts 2012-2013 tab
We will be working on the Read to Succeed projects ins class all week.
We will be working on the Read to Succeed projects ins class all week.
March 4-8, 2013
See Regular Language Arts Tab
February 25 - March 1, 2013
See 7th Grade Regular Language Arts Tab
February 18-22, 2013
See regular language arts tab
February 11 - 15, 2013
Monday, February 11, 2012
* Persuasive Writing Continued
- Students will draft scenario/narrative introductory paragraphs that lead to their thesis statement
- Students will draft two body paragraphs from their pros list from last week
- Students will use figurative language (simile, metaphors, hyperbole, etc.) (SHAMPOO)
Homework: Finish intro and two body paragraphs if not finished in class.
Tuesday, February 12, 2013
* Persuasive Writing Continued
- Students will draft their final body paragraph and bookend narrative conclusion
- Final essay due tomorrow - All prewriting exercises count as two classwork grades, and the essay counts as a test
grade.
Wednesday, February 13, 2013
* Turn in final essay with all prewriting exercises
* If not done last week - Reading Assignment: "from An American Childhood" by Annie Dillard
Resources:
Reader's Notebook pp. 30-37 All-in-One Workbook pp. 22-25 and 30
Reading Skills Covered: Rereading to confirm meaning and use of context clues
Literary Analysis: Point of view Content Vocabulary Words: compelled, improvising, perfunctorily, righteous, strategy, translucent
Integrated Language Skills: Grammar - possessive nouns p. 30 AIO
Instructions:
Students will
1. Read the story and do all side margin questions and exercises including writing hyperboles on p. 37 of Reader's
Notebook pp. 30-37
2. Complete all exercises in the All-in-One Workbook. pp. 22-25 and p. 30
Thursday, February 14, 2013
* Timed Persuasive Write
Students will be given a number to write on their essay.
No names will be revealed on the essay.
Students will write a complete essay in 45 minutes to a given persuasive prompt
Friday, February 15, 2013
* Peer Grading of Timed Writes
Students will use the Florida Writes grading rubric and evaluate each other's essays
Students will write the number of the essay they are grading on a sheet of paper and then
grade they essay a 1-6 for each of the four categories (Focus, Organization, Support, and Conventions)
Students will defend their scores by using language from the rubric to describe why they gave each score
* Persuasive Writing Continued
- Students will draft scenario/narrative introductory paragraphs that lead to their thesis statement
- Students will draft two body paragraphs from their pros list from last week
- Students will use figurative language (simile, metaphors, hyperbole, etc.) (SHAMPOO)
Homework: Finish intro and two body paragraphs if not finished in class.
Tuesday, February 12, 2013
* Persuasive Writing Continued
- Students will draft their final body paragraph and bookend narrative conclusion
- Final essay due tomorrow - All prewriting exercises count as two classwork grades, and the essay counts as a test
grade.
Wednesday, February 13, 2013
* Turn in final essay with all prewriting exercises
* If not done last week - Reading Assignment: "from An American Childhood" by Annie Dillard
Resources:
Reader's Notebook pp. 30-37 All-in-One Workbook pp. 22-25 and 30
Reading Skills Covered: Rereading to confirm meaning and use of context clues
Literary Analysis: Point of view Content Vocabulary Words: compelled, improvising, perfunctorily, righteous, strategy, translucent
Integrated Language Skills: Grammar - possessive nouns p. 30 AIO
Instructions:
Students will
1. Read the story and do all side margin questions and exercises including writing hyperboles on p. 37 of Reader's
Notebook pp. 30-37
2. Complete all exercises in the All-in-One Workbook. pp. 22-25 and p. 30
Thursday, February 14, 2013
* Timed Persuasive Write
Students will be given a number to write on their essay.
No names will be revealed on the essay.
Students will write a complete essay in 45 minutes to a given persuasive prompt
Friday, February 15, 2013
* Peer Grading of Timed Writes
Students will use the Florida Writes grading rubric and evaluate each other's essays
Students will write the number of the essay they are grading on a sheet of paper and then
grade they essay a 1-6 for each of the four categories (Focus, Organization, Support, and Conventions)
Students will defend their scores by using language from the rubric to describe why they gave each score
February 4 - 8, 2013
Monday, February 4, 2013
* Persuasive Writing Continued
* Homework * Reading Assignment: "from An American Childhood" by Annie Dillard
Resources: Reader's Notebook pp. 30-37
All-in-One Workbook pp. 22-25 and 30
Reading Skills Covered: Rereading to confirm meaning and use of context clues
Literary Analysis: Point of view
Content Vocabulary Words: compelled, improvising, perfunctorily, righteous, strategy, translucent
Integrated Language Skills: Grammar - possessive nouns p. 30 AIO
Instructions: Students will
1. Read the story and do all side margin questions and exercises including writing hyperboles on p. 37 of Reader's
Notebook pp. 30-37
2. Complete all exercises in the All-in-One Workbook. pp. 22-25 and p. 30
Tuesday, February 5, 2013
* Persuasive Writing - Teacher modeling and class sharing of topic choices
* Notetaking on Persuasive Writing
Note: Okaloosa Writes is February 26, 2013!
Wednesday, February 6, 2013
* Persuasive Writing Continued - Teacher modeling and class sharing
Students will identify their audience and list the concerns and attitudes of the audience
Students will debate the pros and cons of their arguments with Mrs. Satterfield and the class
Thursday, February 7, 2013
* Persuasive Writing Continued - Teacher modeling
Students will discuss their replies to counterarguments
Friday, February 8, 2013
* Persuasive Writing Continued
Students will be taught how to use counterarguments written as subordinate introductory clauses as a way to
introduce their body paragraph topics
* Persuasive Writing Continued
* Homework * Reading Assignment: "from An American Childhood" by Annie Dillard
Resources: Reader's Notebook pp. 30-37
All-in-One Workbook pp. 22-25 and 30
Reading Skills Covered: Rereading to confirm meaning and use of context clues
Literary Analysis: Point of view
Content Vocabulary Words: compelled, improvising, perfunctorily, righteous, strategy, translucent
Integrated Language Skills: Grammar - possessive nouns p. 30 AIO
Instructions: Students will
1. Read the story and do all side margin questions and exercises including writing hyperboles on p. 37 of Reader's
Notebook pp. 30-37
2. Complete all exercises in the All-in-One Workbook. pp. 22-25 and p. 30
Tuesday, February 5, 2013
* Persuasive Writing - Teacher modeling and class sharing of topic choices
* Notetaking on Persuasive Writing
Note: Okaloosa Writes is February 26, 2013!
Wednesday, February 6, 2013
* Persuasive Writing Continued - Teacher modeling and class sharing
Students will identify their audience and list the concerns and attitudes of the audience
Students will debate the pros and cons of their arguments with Mrs. Satterfield and the class
Thursday, February 7, 2013
* Persuasive Writing Continued - Teacher modeling
Students will discuss their replies to counterarguments
Friday, February 8, 2013
* Persuasive Writing Continued
Students will be taught how to use counterarguments written as subordinate introductory clauses as a way to
introduce their body paragraph topics
January 28 - February 1, 2013
Monday, January 28, 2013
* Check Reader's Notebook pp. 18-24 for completion
* Pass out Persuasive Writing Vocabulary List - Start studying and reviewing these words. There will be a test on them in a week or so.
* Continue with "Papa's Parrot" Analysis
Resources: Reader's Notebook and All-in- One Workbook
Instructions:
1. Read the poem on page one called "Truth" Use the context of the poem to help you understand the bold vocabulary words (conclude, convince, evaluate, perceive, reveal, awareness, debate, evidence,
fiction, reality, believable, explain, factual, insight, and truth)
2. Answer the Big Question Vocabulary questions on pp. 4-6 3. Look at the chart which compares and contrasts fiction and nonfiction on p. 9 of AIO Do exercise A & B
3. Big question Vocabulary Extension p. 12 AIO
4. p. 13 AIO Reading: Use Context Clues to Unlock the Meaning of Words Exercise
5. p. 14. AIO Literary Analysis: Narrative Writing - Chronological Order/Sequencing events exercise
6. Content Vocabulary Builder p. 15 (cluster, ignored, merely, perch, resumed, shipments) and prefix word study on "re" (back or again)
7. Integrated Language Skills: Grammar practice on common and proper nouns p. 20 AIO
8. Nonfiction Supplemental Enrichment: Informational Science article on parrots with analysis question (p. 38 of teacher's resource book Unit 1)
Tuesday, January 29, 2013
* Continue with above
* Go over answers and discuss "Papa's Parrot" Test tomorrow
Wednesday, January 30, 2013 (Club Pictures)
* Test on "Papa's Parrot"
* Early Finishers: Unit 9 Writing to Persuade Packet with worksheet
Thursday, January 31, 2013
* Pep Rally and last basketball game of the season
* Continue with Writing to Persuade Packet. Essay due tomorrow.
Friday, February 1, 2013 (Leave for Nationals)
* Writer's Workshop: Peer Evaluations
- Students will get with one partner and read each other's essays.
- The reader will fill out the Persuasive Writer's Checklist
- Papers will be returned to writer for final draft due Monday.
Monday, February 2, 2013
* Turn in final essay.
* Reading Assignment: "from An American Childhood" by Annie Dillard
Resources: Reader's Notebook pp. 30-37 All-in-One Workbook pp. 22-25 and 30
Reading Skills Covered: Rereading to confirm meaning and use of context clues
Literary Analysis: Point of view
Content Vocabulary Words: compelled, improvising, perfunctorily, righteous, strategy, translucent
Integrated Language Skills: Grammar - possessive nouns p. 30 AIO
Instructions: Students will
1. Read the story and do all side margin questions and exercises including writing hyperboles on p. 37 of Reader's Notebook pp. 30-37
2. Complete all exercises in the All-in-One Workbook. pp. 22-25 and p. 30
* Check Reader's Notebook pp. 18-24 for completion
* Pass out Persuasive Writing Vocabulary List - Start studying and reviewing these words. There will be a test on them in a week or so.
* Continue with "Papa's Parrot" Analysis
Resources: Reader's Notebook and All-in- One Workbook
Instructions:
1. Read the poem on page one called "Truth" Use the context of the poem to help you understand the bold vocabulary words (conclude, convince, evaluate, perceive, reveal, awareness, debate, evidence,
fiction, reality, believable, explain, factual, insight, and truth)
2. Answer the Big Question Vocabulary questions on pp. 4-6 3. Look at the chart which compares and contrasts fiction and nonfiction on p. 9 of AIO Do exercise A & B
3. Big question Vocabulary Extension p. 12 AIO
4. p. 13 AIO Reading: Use Context Clues to Unlock the Meaning of Words Exercise
5. p. 14. AIO Literary Analysis: Narrative Writing - Chronological Order/Sequencing events exercise
6. Content Vocabulary Builder p. 15 (cluster, ignored, merely, perch, resumed, shipments) and prefix word study on "re" (back or again)
7. Integrated Language Skills: Grammar practice on common and proper nouns p. 20 AIO
8. Nonfiction Supplemental Enrichment: Informational Science article on parrots with analysis question (p. 38 of teacher's resource book Unit 1)
Tuesday, January 29, 2013
* Continue with above
* Go over answers and discuss "Papa's Parrot" Test tomorrow
Wednesday, January 30, 2013 (Club Pictures)
* Test on "Papa's Parrot"
* Early Finishers: Unit 9 Writing to Persuade Packet with worksheet
Thursday, January 31, 2013
* Pep Rally and last basketball game of the season
* Continue with Writing to Persuade Packet. Essay due tomorrow.
Friday, February 1, 2013 (Leave for Nationals)
* Writer's Workshop: Peer Evaluations
- Students will get with one partner and read each other's essays.
- The reader will fill out the Persuasive Writer's Checklist
- Papers will be returned to writer for final draft due Monday.
Monday, February 2, 2013
* Turn in final essay.
* Reading Assignment: "from An American Childhood" by Annie Dillard
Resources: Reader's Notebook pp. 30-37 All-in-One Workbook pp. 22-25 and 30
Reading Skills Covered: Rereading to confirm meaning and use of context clues
Literary Analysis: Point of view
Content Vocabulary Words: compelled, improvising, perfunctorily, righteous, strategy, translucent
Integrated Language Skills: Grammar - possessive nouns p. 30 AIO
Instructions: Students will
1. Read the story and do all side margin questions and exercises including writing hyperboles on p. 37 of Reader's Notebook pp. 30-37
2. Complete all exercises in the All-in-One Workbook. pp. 22-25 and p. 30
January 21-25, 2013
Monday, January 21, 2013
* Holiday
Tuesday, January 22, 2013, through Thursday, January 24, 2013
* * Reality Central Writing Assignment: Choose an article and write a persuasive essay on the topic.
Include all of the following:
- A scenario/narrative introduction that concludes with a proper thesis statement
- A topic sentence for each paragraph that states what your persuasive paragraph is going
to point out to the reader. Only discuss one reason for the position you have formed based on you reading.
- 2 AAAAWWWUBBBIISS sentences (Introductory subordinating clauses or phrases followed by a comma) per body paragraph
Example: Although I like boating, I cannot be out in the sun for long.
- 1 compound sentence (2 independent sentences joined by a comma and coordinating conjunction) per body paragraph with the coordinating conjunction underlined and a comma before the conjunction (Hint: FANBOYS)
- No less than 8 full sentences per paragraph. No short choppy sentences.
- No less than 2 supporting details from the article per paragraph. Highlight the 2 details with highlighter marker.
- A wrap up sentence per paragraph that concludes your perspective and doesn't leave the reader hanging for
completion.
- A concluding paragraph that restates your position, bookends your introduction, and gives a call to action.
- Final draft due on Friday
Friday, January 25, 2013
* Turn in final draft of essays. Parent contact forms to those students who did not complete the assignment.
* Reading Assignment: Due Monday
Resources: Reader's Notebook pp. 18-24 "Papa's Parrot"
Reading Skills Covered: Using Context Clues, Sequencing Events, Infer, and Cause and Effect
Literary Analysis: Narrative Writing, indirect characterization
* Holiday
Tuesday, January 22, 2013, through Thursday, January 24, 2013
* * Reality Central Writing Assignment: Choose an article and write a persuasive essay on the topic.
Include all of the following:
- A scenario/narrative introduction that concludes with a proper thesis statement
- A topic sentence for each paragraph that states what your persuasive paragraph is going
to point out to the reader. Only discuss one reason for the position you have formed based on you reading.
- 2 AAAAWWWUBBBIISS sentences (Introductory subordinating clauses or phrases followed by a comma) per body paragraph
Example: Although I like boating, I cannot be out in the sun for long.
- 1 compound sentence (2 independent sentences joined by a comma and coordinating conjunction) per body paragraph with the coordinating conjunction underlined and a comma before the conjunction (Hint: FANBOYS)
- No less than 8 full sentences per paragraph. No short choppy sentences.
- No less than 2 supporting details from the article per paragraph. Highlight the 2 details with highlighter marker.
- A wrap up sentence per paragraph that concludes your perspective and doesn't leave the reader hanging for
completion.
- A concluding paragraph that restates your position, bookends your introduction, and gives a call to action.
- Final draft due on Friday
Friday, January 25, 2013
* Turn in final draft of essays. Parent contact forms to those students who did not complete the assignment.
* Reading Assignment: Due Monday
Resources: Reader's Notebook pp. 18-24 "Papa's Parrot"
Reading Skills Covered: Using Context Clues, Sequencing Events, Infer, and Cause and Effect
Literary Analysis: Narrative Writing, indirect characterization
January 14 - 18, 2013
Monday, January 14, 2013
* Semester Exam
* Early Finishers: Reality Central book
Objectives: Students will
- choose an article and read it
- answer analytical questions about the article
Tuesday, January 15, 2013
* Semester Exam Continued as needed
* Reality Central Reading Continued
Wednesday, January 16, 2013
* Reality Central Writing Assignment: Choose an article and write an introductory paragraph and one persuasive paragraph on the topic. Include all of the following:
- A scenario/anecdote introductory paragraph with a thesis statement which includes your position and three reasons why you feel the way you do about the topic.
- A topic sentence for your body paragraph which states what your persuasive paragraph is going to point out to the reader. Only discuss one reason for the position you have formed based on you reading.
- 2 AAAAWWWUBBBIISS sentences (Introductory subordinating clauses or phrases followed by a comma) Example: Although I like boating, I cannot be out in the sun for long.
- 1 compound sentence (2 independent sentences joined by a comma and coordinating conjunction) with the coordinating conjunction underlined and a comma before the conjunction (Hint: FANBOYS)
- No less than 8 full sentences. No short choppy sentences.
- No less than 2 supporting details from the article. Highlight the 2 details with a highlighter marker. The details can be a summary of a point made in the article. Give credit to the author and article name when you discuss the ideas from the article.
- A wrap up sentence that concludes your perspective and doesn't leave the reader hanging for completion.
Thursday, January 17, 2013
* Continue with writing assignment from Reality Central readings
* Early Finishers: Do a second paragraph on a second reason for your point of view on the topic you are covering from your Reality Central paragraph from yesterday.
* End of 2nd 9 weeks
* Writing Extensions will continue if time permits.
Friday, January 18, 2013
* Teacher Work Day (no school for students)
* Semester Exam
* Early Finishers: Reality Central book
Objectives: Students will
- choose an article and read it
- answer analytical questions about the article
Tuesday, January 15, 2013
* Semester Exam Continued as needed
* Reality Central Reading Continued
Wednesday, January 16, 2013
* Reality Central Writing Assignment: Choose an article and write an introductory paragraph and one persuasive paragraph on the topic. Include all of the following:
- A scenario/anecdote introductory paragraph with a thesis statement which includes your position and three reasons why you feel the way you do about the topic.
- A topic sentence for your body paragraph which states what your persuasive paragraph is going to point out to the reader. Only discuss one reason for the position you have formed based on you reading.
- 2 AAAAWWWUBBBIISS sentences (Introductory subordinating clauses or phrases followed by a comma) Example: Although I like boating, I cannot be out in the sun for long.
- 1 compound sentence (2 independent sentences joined by a comma and coordinating conjunction) with the coordinating conjunction underlined and a comma before the conjunction (Hint: FANBOYS)
- No less than 8 full sentences. No short choppy sentences.
- No less than 2 supporting details from the article. Highlight the 2 details with a highlighter marker. The details can be a summary of a point made in the article. Give credit to the author and article name when you discuss the ideas from the article.
- A wrap up sentence that concludes your perspective and doesn't leave the reader hanging for completion.
Thursday, January 17, 2013
* Continue with writing assignment from Reality Central readings
* Early Finishers: Do a second paragraph on a second reason for your point of view on the topic you are covering from your Reality Central paragraph from yesterday.
* End of 2nd 9 weeks
* Writing Extensions will continue if time permits.
Friday, January 18, 2013
* Teacher Work Day (no school for students)
January 7-11, 2013
Monday, January 7, 2013
* Note: Read to Succeed Projects are due on Wednesday! These projects count as a test grade and will not be accepted late. Be prepared. No excuses.
* Continue with Silent Sustained Reading for those who have not completed the Rosa Parks: My Story Independent Study and Packet
* Early Finishers/Homework: Rosa Parks Follow Up Writen Assessment Due on Friday, January 11, 2013. Choose one of the three writing projects. Use information from Rosa Parks: My Story as a basis for your research, main idea, and supporting details. Use an anecdote/scenario introduction and book end conclusion for a five paragraph essay. Use figurative language and write in an impressively academic manner. Demonstrate your understanding of a thesis statement, organizational method, supporting details, transitions, and proper English conventions. Impress me with words you have chosen from a thesaurus or learned from our studies this year. This essay counts as a test grade.
1. Newspaper Article: Imagine you're a newspaper reporter assigned to cover the Montgomery bus boycott. Report on the plans and preparations for the boycott, the boycott itself and what the boycot accomplished. Remember, a good newspaper article includes answers to the who, what, where, when, why, and how questions. Keep your article focused, use lively, descriptive language, and include a snappy headline that captures the readers' attention.
2. Opinion Paper: The civil rights movement affects everyone and led to laws guaranteeing equality in housing, employment, education, and public accommodations: as well as promoting voting rights and equal protection under the law. In an opinion paper, the writer attempts to persuade other to adopt his or her point of view by using facts that support those points of view. Write an opinion paper on how Rosa Park's role in the civil rights movement affected the civil rights of all Americans.
3. Book Review: Imagine you've been askede to write a book review of Rosa Parks: My Story for the school newspaper. A good book review, like a good book report, includes the title fo the book, the name of the author, and some details that describe the contents of the book. It may also include excerpts from the book to give the reader a sense of the book's content and style. It concludes with the book reviewer's personal evaluation of the book, which generally includes a recommendation that others should either read the book or avoid it
* Midterm exam next Monday.
Tuesday, January 8, 2013
* Note: Read to Succeed Presentations are tomorrow. Be prepared. You will hand over your entire written requirements to me prior to your oral presentation. You may use notes or a copy of your written report when you give your oral presentation. Please do more than less when it comes to your artifact/costume/accessories. Impress me with your creativity! You may have to go on Thursday, so be prepared to go either day.
* Begin Midterm Review Notes
- Students will take notes and discuss the literary elements and reading skills
* Slower workers and Been-out-sick workers: Continue with Silent Sustained Reading. You should be about done with this book by now.
* Finished? - Start on your essay or do a peer evaluation on your essay with another student. Suggest a place to put figurative language and provide and example. Count their sentences. See if they fully supported each idea. Check for punctuation and spelling errors.
* Midterm exam on Monday.
Wednesday, January 9, 2013
* Read to Succeed Presentations
* Slower workers and Been-out sick workers: Continue with Silent Sustained Reading until it is your time to present.
* Midterm exam on Monday.
Thursday, January 10, 2013
* Early Release - Finish Read to Succeed Presentations
* Slower workers and Been-out sick workers: Continue with Silent Sustained Reading until it is your time to present.
Note: Test on Rosa Parks: My Story tomorrow and follow-up essay due tomorrow.
Midterm Exam on Monday.
Friday, January 11, 2013
* Rosa Parks: My Story Follow-up Essays due
* Reading Test on Rosa Parks: My Story
* Midterm Exam Review. Test on Monday.
* Note: Read to Succeed Projects are due on Wednesday! These projects count as a test grade and will not be accepted late. Be prepared. No excuses.
* Continue with Silent Sustained Reading for those who have not completed the Rosa Parks: My Story Independent Study and Packet
* Early Finishers/Homework: Rosa Parks Follow Up Writen Assessment Due on Friday, January 11, 2013. Choose one of the three writing projects. Use information from Rosa Parks: My Story as a basis for your research, main idea, and supporting details. Use an anecdote/scenario introduction and book end conclusion for a five paragraph essay. Use figurative language and write in an impressively academic manner. Demonstrate your understanding of a thesis statement, organizational method, supporting details, transitions, and proper English conventions. Impress me with words you have chosen from a thesaurus or learned from our studies this year. This essay counts as a test grade.
1. Newspaper Article: Imagine you're a newspaper reporter assigned to cover the Montgomery bus boycott. Report on the plans and preparations for the boycott, the boycott itself and what the boycot accomplished. Remember, a good newspaper article includes answers to the who, what, where, when, why, and how questions. Keep your article focused, use lively, descriptive language, and include a snappy headline that captures the readers' attention.
2. Opinion Paper: The civil rights movement affects everyone and led to laws guaranteeing equality in housing, employment, education, and public accommodations: as well as promoting voting rights and equal protection under the law. In an opinion paper, the writer attempts to persuade other to adopt his or her point of view by using facts that support those points of view. Write an opinion paper on how Rosa Park's role in the civil rights movement affected the civil rights of all Americans.
3. Book Review: Imagine you've been askede to write a book review of Rosa Parks: My Story for the school newspaper. A good book review, like a good book report, includes the title fo the book, the name of the author, and some details that describe the contents of the book. It may also include excerpts from the book to give the reader a sense of the book's content and style. It concludes with the book reviewer's personal evaluation of the book, which generally includes a recommendation that others should either read the book or avoid it
* Midterm exam next Monday.
Tuesday, January 8, 2013
* Note: Read to Succeed Presentations are tomorrow. Be prepared. You will hand over your entire written requirements to me prior to your oral presentation. You may use notes or a copy of your written report when you give your oral presentation. Please do more than less when it comes to your artifact/costume/accessories. Impress me with your creativity! You may have to go on Thursday, so be prepared to go either day.
* Begin Midterm Review Notes
- Students will take notes and discuss the literary elements and reading skills
* Slower workers and Been-out-sick workers: Continue with Silent Sustained Reading. You should be about done with this book by now.
* Finished? - Start on your essay or do a peer evaluation on your essay with another student. Suggest a place to put figurative language and provide and example. Count their sentences. See if they fully supported each idea. Check for punctuation and spelling errors.
* Midterm exam on Monday.
Wednesday, January 9, 2013
* Read to Succeed Presentations
* Slower workers and Been-out sick workers: Continue with Silent Sustained Reading until it is your time to present.
* Midterm exam on Monday.
Thursday, January 10, 2013
* Early Release - Finish Read to Succeed Presentations
* Slower workers and Been-out sick workers: Continue with Silent Sustained Reading until it is your time to present.
Note: Test on Rosa Parks: My Story tomorrow and follow-up essay due tomorrow.
Midterm Exam on Monday.
Friday, January 11, 2013
* Rosa Parks: My Story Follow-up Essays due
* Reading Test on Rosa Parks: My Story
* Midterm Exam Review. Test on Monday.
December 17-21, 2012
Monday through Thursday
* Continue independent reading project on Rosa Parks: My Story
Students will:
- engage in silent sustained reading
- analyze the elements of an autobiography
- respond to questions on content
- use context clues to infer the meanings of words
- write summaries of certain chapters
- identify apositive phrases
- analyze the historical context of the piece
- compare and contrast
- learn about the role of government and the court systems
* Continue independent reading project on Rosa Parks: My Story
Students will:
- engage in silent sustained reading
- analyze the elements of an autobiography
- respond to questions on content
- use context clues to infer the meanings of words
- write summaries of certain chapters
- identify apositive phrases
- analyze the historical context of the piece
- compare and contrast
- learn about the role of government and the court systems
December 10-14, 2012
Monday, December 10, 2012
* Classwork/Homework Writing Assignment: After reading most of Rosa Parks last week, you should have a pretty good understanding of what was going on during the Civil Rights Movement. We have been studying nonfiction reading and writing lately. Think about Dr. Martin Luther King, Jr. and write an expository speech on "Living the Legacy". Express your ideas of freedom, peace, equality, and justice. Remember this MLKJ quote from Rosa Park's book? The anniversary just passed last Wednesday. Due tomorrow. Will be presented as a speech to the class tomorrow.
We have no alternative but to protest. For many years we have
shown an amazing patience... But we come here tonight to be saved from that
patience that makes us patient with anything less than freedom and
justice.”
- Montgomery, Alabama, December 5, 1955
Tuesday, December 11, 2012
* Give Speeches - The class will vote on the best speech.
Wednesday, December 12, 2012
* Finish speeches if needed
* Return persuasive essays from The Call of the Wild and discuss
* Continue reading Rosa Parks: My Story
Thursday, December 13, 2012
* Continue reading Rosa Parks: My Story
Friday, December 14, 2012
* Continue reading and completing packet for Rosa Parks: My Story - autobiography
* Classwork/Homework Writing Assignment: After reading most of Rosa Parks last week, you should have a pretty good understanding of what was going on during the Civil Rights Movement. We have been studying nonfiction reading and writing lately. Think about Dr. Martin Luther King, Jr. and write an expository speech on "Living the Legacy". Express your ideas of freedom, peace, equality, and justice. Remember this MLKJ quote from Rosa Park's book? The anniversary just passed last Wednesday. Due tomorrow. Will be presented as a speech to the class tomorrow.
We have no alternative but to protest. For many years we have
shown an amazing patience... But we come here tonight to be saved from that
patience that makes us patient with anything less than freedom and
justice.”
- Montgomery, Alabama, December 5, 1955
Tuesday, December 11, 2012
* Give Speeches - The class will vote on the best speech.
Wednesday, December 12, 2012
* Finish speeches if needed
* Return persuasive essays from The Call of the Wild and discuss
* Continue reading Rosa Parks: My Story
Thursday, December 13, 2012
* Continue reading Rosa Parks: My Story
Friday, December 14, 2012
* Continue reading and completing packet for Rosa Parks: My Story - autobiography
December 3-7, 2012
Monday through Friday
* Reading Assignment: Rosa Parks: My Story
Students will read each chapter and take a short, open-book, as-you-read quiz on each chapter.
* Reading Assignment: Rosa Parks: My Story
Students will read each chapter and take a short, open-book, as-you-read quiz on each chapter.
November 26 - 30, 2012
Monday, November 26, 2012
* Persuasive Essays Due - All parts must be turned in (pros & cons chart, 1st draft, peer edit, final draft, scenario introduction and book end conclusion)
* Introduce Easily Confused Words of the Week
* Exploring Nonfiction Lesson
- Students will learn about and take notes on the forms of nonfiction, the organiztional methods of nonfiction, and author's purpose
Resources: Reader's Notebook pp. 152-160 and All-in-One Workbook pp. 126-127 "What Makes a Rembrandt a Rembrandt?"
- Students will read a nonfiction article on the Dutch artist Rembrandt and answer sidemargin questions on the following topics: activating prior knowledge, problem and solution organization, comprehension, comparisons and contrasts, causes and effects, reflection, descriptive writing, supporting details, expository paragraphs, responding to the text, making generalizations, interpreting information, and charting examples of the types of writing used in the essay.
Classwork/Homework:Due tomorrow
* Reading Assignment: All-in-One Workbook pp. FL2- FL 4 FCAT Practice
- Students will read a Shoshone Indian folklore and answer 6 questions.
* Reading Assignment: All-in-One Workbook pp. FL5-FL8 FCAT Practice.
- Students will read the articel"Getting Rid of the White Stuff: A Short History of Snow Removal"
- Students will answer 8 questions on the article
Tuesday, November 27, 2012
* Turn in All-in-One workbook pages FL2-FL8
* Return, go over, and make correction on last grammar quiz
* Completion check on "What Makes a Rembrandt a Rembrandt?"
* Discussion on AIO pp. 126 - 127
* Note: There will be a test tomorrow on the forms, organizational methods, and author's purpose of nonfiction.
Wednesday, November 28, 2012
* Test on nonfiction terminology
* Classwork/Homework: Reader's Notebook pp. 162-170 "Life Without Gravity"
Reading Skill: Main idea, topic sentences, supporting details, skimming, reading closely, scanning
Literary Analysis: expository essay
Resources: Reader's Notebook pp. 162-170
Thursday, November 29, 2012
* Go over FCAT Practice reading assignment from All-in-One Workbook pp. FL 2-FL8
* Pop quiz on "Life Without Gravity"
* Classwork/Homework: Reading FCAT Practice Assigment: All-in-one Workbook pp. FL9-FL15
Friday, November 30, 2012
* Turn in FCAT Practice FL9-FL15
* Grammar Quiz
* Go over nonfiction terminology test
* FCAT Practice Packet
* Persuasive Essays Due - All parts must be turned in (pros & cons chart, 1st draft, peer edit, final draft, scenario introduction and book end conclusion)
* Introduce Easily Confused Words of the Week
* Exploring Nonfiction Lesson
- Students will learn about and take notes on the forms of nonfiction, the organiztional methods of nonfiction, and author's purpose
Resources: Reader's Notebook pp. 152-160 and All-in-One Workbook pp. 126-127 "What Makes a Rembrandt a Rembrandt?"
- Students will read a nonfiction article on the Dutch artist Rembrandt and answer sidemargin questions on the following topics: activating prior knowledge, problem and solution organization, comprehension, comparisons and contrasts, causes and effects, reflection, descriptive writing, supporting details, expository paragraphs, responding to the text, making generalizations, interpreting information, and charting examples of the types of writing used in the essay.
Classwork/Homework:Due tomorrow
* Reading Assignment: All-in-One Workbook pp. FL2- FL 4 FCAT Practice
- Students will read a Shoshone Indian folklore and answer 6 questions.
* Reading Assignment: All-in-One Workbook pp. FL5-FL8 FCAT Practice.
- Students will read the articel"Getting Rid of the White Stuff: A Short History of Snow Removal"
- Students will answer 8 questions on the article
Tuesday, November 27, 2012
* Turn in All-in-One workbook pages FL2-FL8
* Return, go over, and make correction on last grammar quiz
* Completion check on "What Makes a Rembrandt a Rembrandt?"
* Discussion on AIO pp. 126 - 127
* Note: There will be a test tomorrow on the forms, organizational methods, and author's purpose of nonfiction.
Wednesday, November 28, 2012
* Test on nonfiction terminology
* Classwork/Homework: Reader's Notebook pp. 162-170 "Life Without Gravity"
Reading Skill: Main idea, topic sentences, supporting details, skimming, reading closely, scanning
Literary Analysis: expository essay
Resources: Reader's Notebook pp. 162-170
Thursday, November 29, 2012
* Go over FCAT Practice reading assignment from All-in-One Workbook pp. FL 2-FL8
* Pop quiz on "Life Without Gravity"
* Classwork/Homework: Reading FCAT Practice Assigment: All-in-one Workbook pp. FL9-FL15
Friday, November 30, 2012
* Turn in FCAT Practice FL9-FL15
* Grammar Quiz
* Go over nonfiction terminology test
* FCAT Practice Packet
November 12 - 16, 2012
Monday, November 12, 2012
* Veterans Day - No school
Tuesday, November 13, 2012
* Return Reflection Essays on The Call of the Wild
- Wow! I really enjoyed reading your reflections on the book and movie. Your insights showed deep understanding of the theme and were quite enjoyable to read. Nice work!
* Note: There will not be a grammar quiz on Friday this week.
* Writing Lesson: How to Write a Narrative Scenario Introduction and Conclusion for a Persuasive Essay (Reinforcement)
Students will:
- learn about narrative scenario introductions as a way to help the reader visualize the thesis
- learn about narrative scenario conclusions as a way to book end the introduction and let the reader "see" the plan carried out
* Persuasive Writing Lesson and Assignment
Students will:
- be assigned the following topic: It's 1897 and you've just heard about the gold discovery in the Klondike. Best of all, John Thornton has asked you to go with him. You've asked your parents or guardian, and amazingly,no one said no. The did say, "We want to know exactly why you think this is such a great idea." Write a letter that will convince your parents or guardians to support you.
- prewrite by creating a pros and cons chart (graphic organizer)
- draft a narrative introduction which leads to a thesis statement
- draft three body paragraphs that present persuasive reasons from least convincing to most convincing
- draft a narrative conclusion that helps their parents "see" the plan in action
* Draft should be completed for homework!
Wednesday, November 14, 2012
* Continue with persuasive writing assignment
- revise and edit their draft after doing peer analysis and self analysis on facts or
arguments that can strengthen the argument
* Final draft due tomorrow. Typed is preferred.
Thursday, November 15, 2012
* Turn in persuasive essay
* Reading Assignment: Exploring Nonfiction
Note: The Read to Succeed project for this 9 weeks is a nonfiction biography or autobiography
Students will:
- understand the forms of nonfiction writing
- understand the organizational patterns of nonfiction
- understand author's purpose
- read and analyze a nonfiction article
- practice identifying author's purpose and formats
Resources Needed:
- Reader's Notebook pp. 152-160
- All-in-One Workbook pp. 126 -127
Friday, November 16, 2012
* Career Day all morning
* Go over yesterday's assignments and discuss nonfiction
* Veterans Day - No school
Tuesday, November 13, 2012
* Return Reflection Essays on The Call of the Wild
- Wow! I really enjoyed reading your reflections on the book and movie. Your insights showed deep understanding of the theme and were quite enjoyable to read. Nice work!
* Note: There will not be a grammar quiz on Friday this week.
* Writing Lesson: How to Write a Narrative Scenario Introduction and Conclusion for a Persuasive Essay (Reinforcement)
Students will:
- learn about narrative scenario introductions as a way to help the reader visualize the thesis
- learn about narrative scenario conclusions as a way to book end the introduction and let the reader "see" the plan carried out
* Persuasive Writing Lesson and Assignment
Students will:
- be assigned the following topic: It's 1897 and you've just heard about the gold discovery in the Klondike. Best of all, John Thornton has asked you to go with him. You've asked your parents or guardian, and amazingly,no one said no. The did say, "We want to know exactly why you think this is such a great idea." Write a letter that will convince your parents or guardians to support you.
- prewrite by creating a pros and cons chart (graphic organizer)
- draft a narrative introduction which leads to a thesis statement
- draft three body paragraphs that present persuasive reasons from least convincing to most convincing
- draft a narrative conclusion that helps their parents "see" the plan in action
* Draft should be completed for homework!
Wednesday, November 14, 2012
* Continue with persuasive writing assignment
- revise and edit their draft after doing peer analysis and self analysis on facts or
arguments that can strengthen the argument
* Final draft due tomorrow. Typed is preferred.
Thursday, November 15, 2012
* Turn in persuasive essay
* Reading Assignment: Exploring Nonfiction
Note: The Read to Succeed project for this 9 weeks is a nonfiction biography or autobiography
Students will:
- understand the forms of nonfiction writing
- understand the organizational patterns of nonfiction
- understand author's purpose
- read and analyze a nonfiction article
- practice identifying author's purpose and formats
Resources Needed:
- Reader's Notebook pp. 152-160
- All-in-One Workbook pp. 126 -127
Friday, November 16, 2012
* Career Day all morning
* Go over yesterday's assignments and discuss nonfiction
November 5 - 9, 2012
Monday, November 5, 2012
*Introduce Easily Confused Words of the Week: By/Buy/Bye
"By" is a preposition used to introduce a phrase
-Essential Review Question: What's a phrase? Answer: a group of words that is used as a single
unit in a sentence that is missing either a subject or a predicate (verb)
Example: We stopped by the roadside to change our tire. "by the roadside" is a prepositional phrase.
"Buy" is a verb meaning "purchase"; as a noun, it means "bargain" or "deal".
Verb Example: I will buy that house. Noun Example: That buy was a good one for me!
"Bye" is an interjection used in place of "goodbye"
Example "Bye!" Tom yelled across the room as I left.
* Go over The Call of the Wild tests.
Tuesday, November 6, 2012
* Watch The Call of the Wild movie
Wednesday, November 7, 2012
* Finish the movie
Thursday, November 8, 2012
* Book Fair
Teacher Reflection: After grading the last Read to Succeed Project, it was evident that the biggest struggles for students in literary analysis were theme and point of view. So.....
Classwork/Homework
- Literary Analysis: Theme Practice and Assessment
Resource: p. 80 & 81 of Reading Kit
- Literary Analysis: Point of View Practice and Assessment
Resource: p. 8 & 9 of Reading Kit
Friday, November 9, 2012
** Weekly Spelling, Grammar, Mechanics, and Usage Quiz 2pts each rule
1. Which car, Kirsten, would you buy? (Interrogative)
2. As a matter of fact, the evidence is convincing, and Dr. Johns will evaluate it next week. (declarative)
3. Mary said bye to me, and we ended our friendship in peace. (declarative)
4. Although we stopped by Aunt Jane's, we quit bringing a piece of pie. (declarative)
5. Tom, go past Mac Bayou to buy some Greek food on Highway 98. (imperative)
* Issue All-in-One Workbooks
* Reading Reinforcement - All-in-One Workbook p. 9 Learning About Fiction and Nonfiction
- Students will relate that The Call of the Wild is fiction, but the Read to Succeed biography assignment is nonfiction reading.
- Students will further understand point of view in fiction and perspective in nonfiction.
*Introduce Easily Confused Words of the Week: By/Buy/Bye
"By" is a preposition used to introduce a phrase
-Essential Review Question: What's a phrase? Answer: a group of words that is used as a single
unit in a sentence that is missing either a subject or a predicate (verb)
Example: We stopped by the roadside to change our tire. "by the roadside" is a prepositional phrase.
"Buy" is a verb meaning "purchase"; as a noun, it means "bargain" or "deal".
Verb Example: I will buy that house. Noun Example: That buy was a good one for me!
"Bye" is an interjection used in place of "goodbye"
Example "Bye!" Tom yelled across the room as I left.
* Go over The Call of the Wild tests.
Tuesday, November 6, 2012
* Watch The Call of the Wild movie
Wednesday, November 7, 2012
* Finish the movie
Thursday, November 8, 2012
* Book Fair
Teacher Reflection: After grading the last Read to Succeed Project, it was evident that the biggest struggles for students in literary analysis were theme and point of view. So.....
Classwork/Homework
- Literary Analysis: Theme Practice and Assessment
Resource: p. 80 & 81 of Reading Kit
- Literary Analysis: Point of View Practice and Assessment
Resource: p. 8 & 9 of Reading Kit
Friday, November 9, 2012
** Weekly Spelling, Grammar, Mechanics, and Usage Quiz 2pts each rule
1. Which car, Kirsten, would you buy? (Interrogative)
2. As a matter of fact, the evidence is convincing, and Dr. Johns will evaluate it next week. (declarative)
3. Mary said bye to me, and we ended our friendship in peace. (declarative)
4. Although we stopped by Aunt Jane's, we quit bringing a piece of pie. (declarative)
5. Tom, go past Mac Bayou to buy some Greek food on Highway 98. (imperative)
* Issue All-in-One Workbooks
* Reading Reinforcement - All-in-One Workbook p. 9 Learning About Fiction and Nonfiction
- Students will relate that The Call of the Wild is fiction, but the Read to Succeed biography assignment is nonfiction reading.
- Students will further understand point of view in fiction and perspective in nonfiction.
October 29 - November 2, 2012 (Domain 1e)
Monday, October 29, 2012
* Introduce Easily Confused Words of the Week: Which/Witch
"Which" is a pronoun dealing with choice. As an adverb, it introduces a subordinate (less important) clause. (Remember AAAWWUUBBBIISS?)
"Witch" is a noun meaning sorceress or enchantress
* Continue with novel study: The Call of the Wild by Jack London
Objectives (Domain 1C): (Reflection Note: Some of this was done at different rates last week in 3rd and 4th periods. (1b)) Chapters 6 & 7
- Students will analzye vocabulary in context (Literature Circles: Notes)
- Students will ask questions and take notes on the content of the novel. (LiteratureCircles: Notes)
- Students will write a brief summary of chapters 6 & 7 (Literature Circles: Notes)
- Students will sequence the 15 major events of chapters 6 & 7 (Reading Skills and Strategies Worksheet for chapter 6 & 7)
- Students will answer comprehension questions on chapters 6 & 7 (Reading Check question A-E
for chapters 6 & 7) Assessment: Counts as a quiz grade. (Reflection - 4th period did this Friday)
- Students will analyze vocabulary by underlining the word that differs most in meaning from two other words provided. (Vocabulary Worksheet 18 & 19) (Domain 1d)
- Students will participate in group work to complete a study guide for the test as time permits. Otherwise, it is homework.
* Homework due Thursday: Crossword puzzle on the vocabulary words from The Call of the Wild
* Note: You must have a Read to Succeed book by Friday. I will have a cart with books in my room on Wednesday.
Tuesday, October 30, 2012
* Continue with novel study: The Call of the Wild by Jack London
Objectives (1c):
- Students will analyze and complete a simile's chart by explaining the given comparison in each simile. (Literary Elements Worksheet 4 & 5) (Domain 1d)
- Students will engage in conversations about the outcome of the book and take notes. (Reading Skills and Strategies Worksheet Novel Organizer: Outcome)(1d)
- Students will shape interpretations of the novel by contrasting the two settings. (Making Meanings Chapters 1-3
#5) (1d)
- Students will shpae interpretations of the novel by identifying antagonists and explaining why they were dangerous to Buck. (Making Meanings Chapters 1-3 #6) (1a, 1d)
- Students will shape interpretations by discussing the theme: The nature of survival is such that only the fittest
survive. ( Making Meanings Chapters 4-5 #6)
- Students will shape interpretations by discussing the internal conflicts Buck has for two different worlds competing for his loyalty. (Making Meanings Chapters 6-7 #4)
* Note: Don't forget about your vocabulary crossword puzzle due on Thursday.
* Test tomorrow on The Call of the Wild
Wednesday, October 31, 2012
* Open book and notes test on The Call of the Wild by Jack London
* Early Finishers:
1. Select a biography or autobiography from the cart of books provided by Ms. McDonald for your Read to Succeed project.
2. Work on your Crossword puzzle homework.
3. Read your Read to Succeed book.
Thursday, November 1, 2012 (Pep Rally & Early Release)
* Turn in Crossword Puzzle homework from Monday.
* Finish test if needed.
* Choose a biography or autobiography from the cart if you don't have a book yet!
* Reading Skills Proctice: Make Inferences
Resources: Reading Kit pages 74 & 75 Due tomorrow.
Readers often have to make inferences, or logical guesses, about characters, the setting, and events by recognizing and using details in the story. (Learning Opportunity Mini Review: real life application of appositives - ", or logical guesses," is an appositive describing the noun "inferences". Remember, knowing that commas set off appositives helps you define words when you are reading.) (1a)
- Students will read paragraphs and small passages and make inferences based on story details.
Friday, November 2, 2012
* Spelling, Grammar, Mechanics, and Usage Review
Resources: pp. 32, 222,224, 225, 226, 228, 230, 233, 234, 236 grammar book
- 4 types of sentences
- correct punctuation for the types of sentences
- capitalizing proper nouns and proper adjectives
- punctuating interjections with commas or exclamation points
- using commas to separate three or more items in a series
- using a comma and coordinating conjunction to form compound sentences (FANBOYS)
- combining sentences with words, phrases, and clauses in a series
- parallel structure of words, phrases, and clauses in a series
- use commas to set off introductory words and interrupters in sentences
* Spelling, Grammar, Mechanics, and Usage Quiz
1. Which piece of factual evidence were you going to evaluate next week? (interrogative)
2. Although I like Capparones, a bean and sausage stew, I was too weak to eat the Spanish food. (declarative)
3. Yes, Tom, I am quite aware that you quit your job, and I'm too mad to perceive the reality of that decision! (exclamatory)
4. Because I dressed like a witch for Halloween, I scared two small kids! (exclamatory)
* Silent reading as time permits - Read to Succeed biography or autobiography
* Introduce Easily Confused Words of the Week: Which/Witch
"Which" is a pronoun dealing with choice. As an adverb, it introduces a subordinate (less important) clause. (Remember AAAWWUUBBBIISS?)
"Witch" is a noun meaning sorceress or enchantress
* Continue with novel study: The Call of the Wild by Jack London
Objectives (Domain 1C): (Reflection Note: Some of this was done at different rates last week in 3rd and 4th periods. (1b)) Chapters 6 & 7
- Students will analzye vocabulary in context (Literature Circles: Notes)
- Students will ask questions and take notes on the content of the novel. (LiteratureCircles: Notes)
- Students will write a brief summary of chapters 6 & 7 (Literature Circles: Notes)
- Students will sequence the 15 major events of chapters 6 & 7 (Reading Skills and Strategies Worksheet for chapter 6 & 7)
- Students will answer comprehension questions on chapters 6 & 7 (Reading Check question A-E
for chapters 6 & 7) Assessment: Counts as a quiz grade. (Reflection - 4th period did this Friday)
- Students will analyze vocabulary by underlining the word that differs most in meaning from two other words provided. (Vocabulary Worksheet 18 & 19) (Domain 1d)
- Students will participate in group work to complete a study guide for the test as time permits. Otherwise, it is homework.
* Homework due Thursday: Crossword puzzle on the vocabulary words from The Call of the Wild
* Note: You must have a Read to Succeed book by Friday. I will have a cart with books in my room on Wednesday.
Tuesday, October 30, 2012
* Continue with novel study: The Call of the Wild by Jack London
Objectives (1c):
- Students will analyze and complete a simile's chart by explaining the given comparison in each simile. (Literary Elements Worksheet 4 & 5) (Domain 1d)
- Students will engage in conversations about the outcome of the book and take notes. (Reading Skills and Strategies Worksheet Novel Organizer: Outcome)(1d)
- Students will shape interpretations of the novel by contrasting the two settings. (Making Meanings Chapters 1-3
#5) (1d)
- Students will shpae interpretations of the novel by identifying antagonists and explaining why they were dangerous to Buck. (Making Meanings Chapters 1-3 #6) (1a, 1d)
- Students will shape interpretations by discussing the theme: The nature of survival is such that only the fittest
survive. ( Making Meanings Chapters 4-5 #6)
- Students will shape interpretations by discussing the internal conflicts Buck has for two different worlds competing for his loyalty. (Making Meanings Chapters 6-7 #4)
* Note: Don't forget about your vocabulary crossword puzzle due on Thursday.
* Test tomorrow on The Call of the Wild
Wednesday, October 31, 2012
* Open book and notes test on The Call of the Wild by Jack London
* Early Finishers:
1. Select a biography or autobiography from the cart of books provided by Ms. McDonald for your Read to Succeed project.
2. Work on your Crossword puzzle homework.
3. Read your Read to Succeed book.
Thursday, November 1, 2012 (Pep Rally & Early Release)
* Turn in Crossword Puzzle homework from Monday.
* Finish test if needed.
* Choose a biography or autobiography from the cart if you don't have a book yet!
* Reading Skills Proctice: Make Inferences
Resources: Reading Kit pages 74 & 75 Due tomorrow.
Readers often have to make inferences, or logical guesses, about characters, the setting, and events by recognizing and using details in the story. (Learning Opportunity Mini Review: real life application of appositives - ", or logical guesses," is an appositive describing the noun "inferences". Remember, knowing that commas set off appositives helps you define words when you are reading.) (1a)
- Students will read paragraphs and small passages and make inferences based on story details.
Friday, November 2, 2012
* Spelling, Grammar, Mechanics, and Usage Review
Resources: pp. 32, 222,224, 225, 226, 228, 230, 233, 234, 236 grammar book
- 4 types of sentences
- correct punctuation for the types of sentences
- capitalizing proper nouns and proper adjectives
- punctuating interjections with commas or exclamation points
- using commas to separate three or more items in a series
- using a comma and coordinating conjunction to form compound sentences (FANBOYS)
- combining sentences with words, phrases, and clauses in a series
- parallel structure of words, phrases, and clauses in a series
- use commas to set off introductory words and interrupters in sentences
* Spelling, Grammar, Mechanics, and Usage Quiz
1. Which piece of factual evidence were you going to evaluate next week? (interrogative)
2. Although I like Capparones, a bean and sausage stew, I was too weak to eat the Spanish food. (declarative)
3. Yes, Tom, I am quite aware that you quit your job, and I'm too mad to perceive the reality of that decision! (exclamatory)
4. Because I dressed like a witch for Halloween, I scared two small kids! (exclamatory)
* Silent reading as time permits - Read to Succeed biography or autobiography
October 22-26, 2012
Monday, October 22, 2012
* Teacher Workday - Student holiday
Tuesday, October 23, 2012
* Go over 9 weeks exam
* Continue with novel study: The Call of the Wild by Jack London
Objectives:
- Students will briefly discuss the plot to date and go over Reading Check Questions for chapters 4
& 5.
- Students will complete a cause-and-effect chart by giving an example of a cause for each problem faced by the main characters in chapters 4 and 5. (Reading Skills and Strategies Worksheet: Chapter 4-5 Charting
Causes and Effects)
- Students will engage in chapters 6 and 7 prereading discussions and readings on Jack London, placer gold, and selling sled dogs in the 1890's, and they will write down predictions about what will happen to Buck in the last chapters. (Novel Notes Issue 4 for chapters 6-7)
- Students will analyze and complete a similes chart by explaining the comparison in each given simile. (Literary Elements Worksheet: Simile 1, 2, & 3)
* Test next Wednesday: The Call of the Wild
Wednesday, October 24, 2012
* Reading: Chapter 6 of The Call of the Wild
Objectives:
- Students will preview chapter 6 vocabulary words. (Glossary Chapter 6)
- Students will listen to a professional reading from a CD as they follow along in their own books.
- Students will analyze vocabulary in context.
(Literature Circles: Notes)
- Students will ask questions and take notes. (Literature Circles: Notes)
- Students will analyze vocabulary words to date by underlining the word that differs most in meaning
from the other two presented on Vocabulary Worksheet numbers 8-18.
* Open book and notes test on Tuesday next week: The Call of the Wild
* Homework: Grammar packet due tomorrow
Resources: Reading Kit pages 164 and 165 Appositives and Appositive Phrases; pp. 116 & 117 Conjunctions and Sentence Combining
Thursday, October 25, 2012
* Go over homework
* Continue with novel study: The Call of the Wild by Jack London
Objectives:
- Students will listen to a professional reading of chapter 7 from a CD as they follow along in their own books.
- Students will analzye vocabulary in context (Literature Circles: Notes)
- Students will ask questions and take notes. (LiteratureCircles: Notes)
- Students will write a brief summary of chapter 6 (Literature Circles: Notes)
- Students will sequence the 15 major events of chapters 6 & 7 (Reading Skills and Strategies Worksheet for chapter 6 & 7)
- Students will answer comprehension questions on chapters 6 & 7 (Reading Check question A-E for chapters 6 & 7) Due tomorrow. Counts as a quiz grade.
- Students will analyze vocabulary by underlining the word that differs most in meaning from two other words provided. (Vocabulary Worksheet 18 & 19)
- Students will take home a study guide and study for the test on
Friday.
Friday, October 26, 2012
* Continue with novel study: The Call of the Wild by Jack London
Objectives:
- Students will submit Reading Check questions A-E for chapters 6 & 7 for a grade
- Students will analyze and complete a simile's chart by explaining the given comparison in each simile. (Literary Elements Worksheet 4 & 5)
- Students will engage in conversations about the outcome of the book and take notes. ( Reading Skills and Strategies Worksheet Novel Organizer: Outcome)
- Students will shape interpretations of the novel by contrasting the two settings. (Making Meanings Chapters 1-3
#5)
- Students will shape interpretations of the novel by identifying antagonists and explaining why they were dangerous to Buck. (Making Meanings Chapters 1-3 #6)
- Students will shape interpretations by discussing the theme: The nature of survival is such that only the fittest
survive. ( Making Meanings Chapters 4-5 #6)
- Students will shape interpretations by discussing the internal conflicts Buck has for two different
worlds competing for his loyalty. ( Making Meanings Chapters 6-7 #4)
* Open book and notes test Tuesday on The Call of the Wild by Jack London - Be prepared because it is
long!
* Teacher Workday - Student holiday
Tuesday, October 23, 2012
* Go over 9 weeks exam
* Continue with novel study: The Call of the Wild by Jack London
Objectives:
- Students will briefly discuss the plot to date and go over Reading Check Questions for chapters 4
& 5.
- Students will complete a cause-and-effect chart by giving an example of a cause for each problem faced by the main characters in chapters 4 and 5. (Reading Skills and Strategies Worksheet: Chapter 4-5 Charting
Causes and Effects)
- Students will engage in chapters 6 and 7 prereading discussions and readings on Jack London, placer gold, and selling sled dogs in the 1890's, and they will write down predictions about what will happen to Buck in the last chapters. (Novel Notes Issue 4 for chapters 6-7)
- Students will analyze and complete a similes chart by explaining the comparison in each given simile. (Literary Elements Worksheet: Simile 1, 2, & 3)
* Test next Wednesday: The Call of the Wild
Wednesday, October 24, 2012
* Reading: Chapter 6 of The Call of the Wild
Objectives:
- Students will preview chapter 6 vocabulary words. (Glossary Chapter 6)
- Students will listen to a professional reading from a CD as they follow along in their own books.
- Students will analyze vocabulary in context.
(Literature Circles: Notes)
- Students will ask questions and take notes. (Literature Circles: Notes)
- Students will analyze vocabulary words to date by underlining the word that differs most in meaning
from the other two presented on Vocabulary Worksheet numbers 8-18.
* Open book and notes test on Tuesday next week: The Call of the Wild
* Homework: Grammar packet due tomorrow
Resources: Reading Kit pages 164 and 165 Appositives and Appositive Phrases; pp. 116 & 117 Conjunctions and Sentence Combining
Thursday, October 25, 2012
* Go over homework
* Continue with novel study: The Call of the Wild by Jack London
Objectives:
- Students will listen to a professional reading of chapter 7 from a CD as they follow along in their own books.
- Students will analzye vocabulary in context (Literature Circles: Notes)
- Students will ask questions and take notes. (LiteratureCircles: Notes)
- Students will write a brief summary of chapter 6 (Literature Circles: Notes)
- Students will sequence the 15 major events of chapters 6 & 7 (Reading Skills and Strategies Worksheet for chapter 6 & 7)
- Students will answer comprehension questions on chapters 6 & 7 (Reading Check question A-E for chapters 6 & 7) Due tomorrow. Counts as a quiz grade.
- Students will analyze vocabulary by underlining the word that differs most in meaning from two other words provided. (Vocabulary Worksheet 18 & 19)
- Students will take home a study guide and study for the test on
Friday.
Friday, October 26, 2012
* Continue with novel study: The Call of the Wild by Jack London
Objectives:
- Students will submit Reading Check questions A-E for chapters 6 & 7 for a grade
- Students will analyze and complete a simile's chart by explaining the given comparison in each simile. (Literary Elements Worksheet 4 & 5)
- Students will engage in conversations about the outcome of the book and take notes. ( Reading Skills and Strategies Worksheet Novel Organizer: Outcome)
- Students will shape interpretations of the novel by contrasting the two settings. (Making Meanings Chapters 1-3
#5)
- Students will shape interpretations of the novel by identifying antagonists and explaining why they were dangerous to Buck. (Making Meanings Chapters 1-3 #6)
- Students will shape interpretations by discussing the theme: The nature of survival is such that only the fittest
survive. ( Making Meanings Chapters 4-5 #6)
- Students will shape interpretations by discussing the internal conflicts Buck has for two different
worlds competing for his loyalty. ( Making Meanings Chapters 6-7 #4)
* Open book and notes test Tuesday on The Call of the Wild by Jack London - Be prepared because it is
long!
October 15-19, 2012
Monday, October 15, 2012
* Grammar Lesson Continued: Writing Sentences with Commas p. 233
- Combining Sentences with Words and Phrases in a Series
- Apply It 1-5 p. 233 Partner Work
- Go over 1-5
- Combining Sentences with Clauses in a Series p. 234
- Apply It 6-8 Partner Work
- Go over 6-8
* Review discussion on parallel structure of items in a series
*Note: Students will be given a handout with the coordinating conjunctions, which can be remembered by the acronym FANBOY (for, and, nor, but, yet, or, so) The handout will also contain a list of subordinating conjunctions
which can be remembered by the silly acronym AAAAAAWWWWWUUUBBIIS (after, although, as, as if, as long as, when, whenever, where, while, unless, until, because, before, if, if only, inasmuch, in order that, since, so that) This is review material that was covered in 6th grade.
* Return, discuss, and recollect Read to Succeed Projects
Tuesday, October 16, 2012
* Grammar Lesson: More Uses for Commas (Grammar Book p. 235)
Objectives
Students will:
- use commas to set off introductory words and interrupters in sentences
- proofread a videotape transcript, adding commas
- write a travel log, using introductory words and interrupters
Initial Focus on Instruction Sentences:
Icebergs masses of floating ice are a danger to ships. Think of the Titanic for example. Did you know Larry that it
sank? Well it certainly is famous.
Essential Question: Where are commas necessary and why?
- appositive (masses of floating ice)
- interrupter (for example)
- noun of direct address (Larry)
- Introductory word (well)
This Week’s Grammar Rules: A handout will be given.
1. When an introductory word is used at the beginning of a sentence, it is followed by a comma. An introductory word may be a noun of direct address, or it may be a word such as yes, no, or well.
2. Commas are also used to set off interrupters. These include words and phrases that
interrupt the flow of a sentence, such as however, for example, in my opinion, and as a matter of fact. Interrupters also include appositives, words or groups of words that identify or explain the nouns they follow. A noun of direct address may also be considered an interrupter.
3. An interrupter may appear at the beginning, in the middle, or at the end of a sentence.
4. Remember that some appositives are necessary to the meaning of a sentence whereas others
are not. If an appositive is necessary in order to identify the noun it follows, do not set it off with
commas.
Assignment: Try It Our p. 236
- Students will work with a partner
- Students will identify where commas are needed to set off introductory words and interrupter in
sentences 1-16
Discussion on 1-16 as time allows
Homework: pp. 186-187 Reading Kit - Independent and Subordinate Clauses Worksheets
Wednesday, October 17, 2012
* Go over last week's quiz
* Return and go over Read to Succeed Projects
* Review for 9 week exam tomorrow - homework review
Thursday, October 18, 2012
* Exam
Friday, October 19, 2012 End of 9 weeks
* The Call of the Wild Chapter 6 reading, analysis, and discussion
* Grammar Lesson Continued: Writing Sentences with Commas p. 233
- Combining Sentences with Words and Phrases in a Series
- Apply It 1-5 p. 233 Partner Work
- Go over 1-5
- Combining Sentences with Clauses in a Series p. 234
- Apply It 6-8 Partner Work
- Go over 6-8
* Review discussion on parallel structure of items in a series
*Note: Students will be given a handout with the coordinating conjunctions, which can be remembered by the acronym FANBOY (for, and, nor, but, yet, or, so) The handout will also contain a list of subordinating conjunctions
which can be remembered by the silly acronym AAAAAAWWWWWUUUBBIIS (after, although, as, as if, as long as, when, whenever, where, while, unless, until, because, before, if, if only, inasmuch, in order that, since, so that) This is review material that was covered in 6th grade.
* Return, discuss, and recollect Read to Succeed Projects
Tuesday, October 16, 2012
* Grammar Lesson: More Uses for Commas (Grammar Book p. 235)
Objectives
Students will:
- use commas to set off introductory words and interrupters in sentences
- proofread a videotape transcript, adding commas
- write a travel log, using introductory words and interrupters
Initial Focus on Instruction Sentences:
Icebergs masses of floating ice are a danger to ships. Think of the Titanic for example. Did you know Larry that it
sank? Well it certainly is famous.
Essential Question: Where are commas necessary and why?
- appositive (masses of floating ice)
- interrupter (for example)
- noun of direct address (Larry)
- Introductory word (well)
This Week’s Grammar Rules: A handout will be given.
1. When an introductory word is used at the beginning of a sentence, it is followed by a comma. An introductory word may be a noun of direct address, or it may be a word such as yes, no, or well.
2. Commas are also used to set off interrupters. These include words and phrases that
interrupt the flow of a sentence, such as however, for example, in my opinion, and as a matter of fact. Interrupters also include appositives, words or groups of words that identify or explain the nouns they follow. A noun of direct address may also be considered an interrupter.
3. An interrupter may appear at the beginning, in the middle, or at the end of a sentence.
4. Remember that some appositives are necessary to the meaning of a sentence whereas others
are not. If an appositive is necessary in order to identify the noun it follows, do not set it off with
commas.
Assignment: Try It Our p. 236
- Students will work with a partner
- Students will identify where commas are needed to set off introductory words and interrupter in
sentences 1-16
Discussion on 1-16 as time allows
Homework: pp. 186-187 Reading Kit - Independent and Subordinate Clauses Worksheets
Wednesday, October 17, 2012
* Go over last week's quiz
* Return and go over Read to Succeed Projects
* Review for 9 week exam tomorrow - homework review
Thursday, October 18, 2012
* Exam
Friday, October 19, 2012 End of 9 weeks
* The Call of the Wild Chapter 6 reading, analysis, and discussion
October 8-12, 2012
Monday, October 8, 2012
* Day one to turn in Read to Succeed Project considered on time.
* Introduce Easily Confused Words of the Week: Weak/Week
"Weak" is an adjective meaning flimsy, frail, or powerless.
"Week" is an a noun meaning a period of seven days.
* Introduce this week's vocabulary and spelling words for The Call of the Wild: primordial, vicarious, ignominiously, malingerer, primeval, pandemonium, slavered, and covert These words will be on your weekly Spelling, Mechanics, Grammar, and Usage quiz
* Grammar Lesson: Mechanics - Uses for Commas in a Series
(1a)Most commas create pauses in a piece of writing. These pauses make the meaning of a sentence clearer. For example, commas are used to separate three or more items in a series. When writing a series, put a comma after each item except the last one.
Nurses, dentists, and surgeons are medical professionals.
Physicians prevent, identify, and cure diseases.
The items in a series can consist of single words or groups of words.
Doctors work in major hospitals, rural clinics, and private offices.
Instructional Outcome Objectives
Students will:
- use commas to separate items in a series
Resources (1d) Grammar Book p. 230 "Try It Out" 1-5
Formative and Summative Assessment through teacher bservation today (1F) Also, this will be on your weekly quiz on Friday.
- Students will take notes and write the practice exercise in their
notebooks.
Reading
* Listen to chapter 2 on CD - The Call of the Wild
* Finish chapter 2 packet work
Tuesday, October 9, 2012
* Day two to turn in Read to Succeed Project considered on time.
* The Call of the Wild
- Listen to a professional reading of chapter 3 Continue filling in character worksheets
* Analyze chapter 3 using graphic organizers - unfamiliar details, vocabulary, questions, notes
* Finish human and dog character worksheets for chapters 1-3
* Reading Comprehension Check A-E will be completed and turned in for a quiz grade for chapters 1-3
Wednesday, October 10, 2012
* Final day to turn in Read to Succeed Project. Late projects will not be accepted. This project counts as a test grade.
* Grammar Lesson: Commas in Compound Sentences
Instruction Outcome Objectives
(1c)
Students will
- use commas to
separate the parts of a compound sentence
Resources: Grammar Book p. 231 6-12 (1d)
Content: When you write a compound sentence you should use a comma to separate the parts of the sentence. Place the comma before the conjunction that joins the two simple sentences. (1a)
This will be on your weekly quiz.
Note:
Students will be given a handout with the coordinating conjunctions, which can be remembered by the acronym FANBOY (for, and, nor, but, yet, or, so) The handout will also contain a list of subordinating conjunctions which can be remembered by the silly acronym AAAAAAWWWWWUUUBBIIS (after, although, as, as if, as long as, when, whenever, where, while, unless, until, because, before, if, if
only, inasmuch, in order that, since, so that) This is review material that was covered in 6th grade.
* Novel Notes Issue 3: “Roving Reporter”
– Students will learn historical facts about Dawson, Canada, mail carriers, and gold seekers.
Thursday, October 11, 2012
* Return last week's grammar quizzes, make corrections, and review all rules to date for quiz tomorrow
* The Call of the Wild Continued.......
* Listen to chapter 4 on CD
Students will fill in graphic organizers on the following:
- Novel Organizer p. 32 on setting, conflict, and major events
- Vocabulary Worksheet p. 39 #’s 1-7
* Review discussion on setting: Novel Organizer worksheet p. 32
The novel’s major and minor conflicts grow out of the Yukon setting. Buck faces external conflicts as he deals with the changing environment around him. He faces a cold climate, changing owners, harsh treatment by certain owners, and fighting for survival.
Buck also faces internal conflicts as he hears the call of the wild.
* Vocabulary Worksheet p. 39 #’s 1-7, imperiously, futilely,
metamorphosed, ignominiously, pandemonium, celerity, and
orthodox
Friday, October 12, 2012
* Weekly Quiz
1. Uncle Tim, Aunt Sue, and Granny were at peace this week on their primordial demesne. (Declarative)
2. The Museum of Modern Art and the Washington Monument were quite interesting! (exclamatory)
3. Oh no! Pandemonium interrupted our peace and quiet as the dog's slavered face ignominiously rubbed against mine! (exclamatory)
4. I was too weak last week to futilely run with a lacerated toe, so my vicarious experience of watching morose malingerers was covert. (declarative)
5. His imperiously primeval ways were futilely received by those who metamorphosed into weak beings with no inner peace.(declarative)
* Listen to Chapter 5 on CD
*Discussion of major events for chapters 1-5: Novel Organizer p. 32
Buck is stolen and sold as a sled dog.
Buck learns about the cold, club, fighting, & protecting/stealing his food.
Buck yearns for the primitive and kills Spitz, the lead dog, while being a sled team dog under the direction of Francois and Perrault.
Buck changes owners to the Scotch Half-breed.
Buck changes owners to Charles, Hal, and Mercedes.
John Thornton saves Buck from them before they all drown.
As Time Permits:
* Literary Elements: Dialogue p. 36 #’s 1, 2, & 3
- Dialogue, or conversation between characters, can help us better understand the haracters personalities.
- Students will think about story details and write what they think each example reveals about the characters involved.
* Day one to turn in Read to Succeed Project considered on time.
* Introduce Easily Confused Words of the Week: Weak/Week
"Weak" is an adjective meaning flimsy, frail, or powerless.
"Week" is an a noun meaning a period of seven days.
* Introduce this week's vocabulary and spelling words for The Call of the Wild: primordial, vicarious, ignominiously, malingerer, primeval, pandemonium, slavered, and covert These words will be on your weekly Spelling, Mechanics, Grammar, and Usage quiz
* Grammar Lesson: Mechanics - Uses for Commas in a Series
(1a)Most commas create pauses in a piece of writing. These pauses make the meaning of a sentence clearer. For example, commas are used to separate three or more items in a series. When writing a series, put a comma after each item except the last one.
Nurses, dentists, and surgeons are medical professionals.
Physicians prevent, identify, and cure diseases.
The items in a series can consist of single words or groups of words.
Doctors work in major hospitals, rural clinics, and private offices.
Instructional Outcome Objectives
Students will:
- use commas to separate items in a series
Resources (1d) Grammar Book p. 230 "Try It Out" 1-5
Formative and Summative Assessment through teacher bservation today (1F) Also, this will be on your weekly quiz on Friday.
- Students will take notes and write the practice exercise in their
notebooks.
Reading
* Listen to chapter 2 on CD - The Call of the Wild
* Finish chapter 2 packet work
Tuesday, October 9, 2012
* Day two to turn in Read to Succeed Project considered on time.
* The Call of the Wild
- Listen to a professional reading of chapter 3 Continue filling in character worksheets
* Analyze chapter 3 using graphic organizers - unfamiliar details, vocabulary, questions, notes
* Finish human and dog character worksheets for chapters 1-3
* Reading Comprehension Check A-E will be completed and turned in for a quiz grade for chapters 1-3
Wednesday, October 10, 2012
* Final day to turn in Read to Succeed Project. Late projects will not be accepted. This project counts as a test grade.
* Grammar Lesson: Commas in Compound Sentences
Instruction Outcome Objectives
(1c)
Students will
- use commas to
separate the parts of a compound sentence
Resources: Grammar Book p. 231 6-12 (1d)
Content: When you write a compound sentence you should use a comma to separate the parts of the sentence. Place the comma before the conjunction that joins the two simple sentences. (1a)
This will be on your weekly quiz.
Note:
Students will be given a handout with the coordinating conjunctions, which can be remembered by the acronym FANBOY (for, and, nor, but, yet, or, so) The handout will also contain a list of subordinating conjunctions which can be remembered by the silly acronym AAAAAAWWWWWUUUBBIIS (after, although, as, as if, as long as, when, whenever, where, while, unless, until, because, before, if, if
only, inasmuch, in order that, since, so that) This is review material that was covered in 6th grade.
* Novel Notes Issue 3: “Roving Reporter”
– Students will learn historical facts about Dawson, Canada, mail carriers, and gold seekers.
Thursday, October 11, 2012
* Return last week's grammar quizzes, make corrections, and review all rules to date for quiz tomorrow
* The Call of the Wild Continued.......
* Listen to chapter 4 on CD
Students will fill in graphic organizers on the following:
- Novel Organizer p. 32 on setting, conflict, and major events
- Vocabulary Worksheet p. 39 #’s 1-7
* Review discussion on setting: Novel Organizer worksheet p. 32
- Santa Clara Valley, south of San Francisco
- Yukon Territory of northwestern Canada
- Late 1890’s during the Klondike Gold Rush
The novel’s major and minor conflicts grow out of the Yukon setting. Buck faces external conflicts as he deals with the changing environment around him. He faces a cold climate, changing owners, harsh treatment by certain owners, and fighting for survival.
Buck also faces internal conflicts as he hears the call of the wild.
* Vocabulary Worksheet p. 39 #’s 1-7, imperiously, futilely,
metamorphosed, ignominiously, pandemonium, celerity, and
orthodox
Friday, October 12, 2012
* Weekly Quiz
1. Uncle Tim, Aunt Sue, and Granny were at peace this week on their primordial demesne. (Declarative)
2. The Museum of Modern Art and the Washington Monument were quite interesting! (exclamatory)
3. Oh no! Pandemonium interrupted our peace and quiet as the dog's slavered face ignominiously rubbed against mine! (exclamatory)
4. I was too weak last week to futilely run with a lacerated toe, so my vicarious experience of watching morose malingerers was covert. (declarative)
5. His imperiously primeval ways were futilely received by those who metamorphosed into weak beings with no inner peace.(declarative)
* Listen to Chapter 5 on CD
*Discussion of major events for chapters 1-5: Novel Organizer p. 32
Buck is stolen and sold as a sled dog.
Buck learns about the cold, club, fighting, & protecting/stealing his food.
Buck yearns for the primitive and kills Spitz, the lead dog, while being a sled team dog under the direction of Francois and Perrault.
Buck changes owners to the Scotch Half-breed.
Buck changes owners to Charles, Hal, and Mercedes.
John Thornton saves Buck from them before they all drown.
As Time Permits:
* Literary Elements: Dialogue p. 36 #’s 1, 2, & 3
- Dialogue, or conversation between characters, can help us better understand the haracters personalities.
- Students will think about story details and write what they think each example reveals about the characters involved.
October 1-5, 2012 Spirit Week!!
READING PLAN for the Week:
* Continue with our study of The Call of the Wild by Jack London
Note: I doubt we will get all the way through the listed plan. You can, however, see what is coming up for next week if we don't finish this week's plan. Students have a packet that contains various graphic organizers and assignments that we will complete during our study.
* Finish Setting Illustration of Judge Miller's house
* Novel Notes 2 (Pre-reading Activity)
- Students will learn background information on traveling the Yukon
Territory.
* Read chapter 1- Students will listen to a professional storyteller read the story to them as they follow along in the book.
· The Call of the Wild
o Analyze chapter 1 - Open class discussion with graphic organizers
- Unfamiliar details, vocabulary, questions, notes
o Discussion on characters: Novel Organizer p. 31
- Students will discover that one way to follow events as you read is to keep
track of the characters. Students will chart descriptions of characters from
the first chapter.
- Students will analyze a map of the Klondike.
* Read chapter 2
- Analyze: unfamiliar details, vocabulary, questions, notes
* Tracking the Dog Characters p. 33
- Students will chart appearance, personality traits, and typical actions of the dog characters on a graphic organizer.
Spelling, Vocabulary, Grammar, Mechanics, and Usage Plan for the Week:
Monday, October 1, 2012
* Introduce Easily Confused Words of the Week: Peace/Piece
"Peace" is a noun meaning tranquility
"Piece" as a noun means division or creation. As a verb, it means patch or repair
- Students have a handout on all Easily Confused Words with full explanations and examples and should study these words every week.
Note: Test on Friday: Unit 5, Lessons 1, 2, & 3 Correct Sentences, Proper Nouns, Proper Adjectives, and Interjections
* Introduce Vocabulary and Spelling Words for the Week - Chapter 1 The Call of the Wild
1. demesne
2. imperiously
3. futilely
4. lacerated
5. metamorphosed
6. morose
Note: You can find the vocabulary/spelling words listed in the back of your packet. They are also located on the "more" tab of my website: www.mrssatterfield.weebly.com
Tuesday, October 2, 2012
* Brief Oral Review
Wednesday, October 3, 2012
See reading plan
* Return and go over last week's quiz - Reteach passed and past.
Thursday, October 4, 2012 Early Release
* Review Spelling, Vocabulary, Grammar, Mechanics, and Usage Rules to date for quiz
* Weekly Spelling, Mechanics, Grammar, and Usage Quiz
1. Tom was not at peace so he was quite morose.
(declarative)
2. The lacerated bone went through Uncle Bill's leg!
(exclamatory)
3. Quit futilely waiting for a piece of cake. (imperative)
4. Where were the two of you going on my great
demesne? (interrogative)
5. Buck imperiously metamorphosed into a dog with little peace.
(declarative)
Friday, October 5, 2012
* Summative Test on Unit 5 Sections 1, 2, & 3 Correct Sentences, Proper
Nouns, Proper Adjectives, and Interjections
September 24 -28, 2012
Monday, September 24, 2012
* Introduce Easily Confused Words of the Week: passed/past
"Passed" is a verb, the past tense of pass meaning transferred, went ahead or by, elapsed, or finished
"Past" as a nound means history; as an adjective, it means former; as an adverb, it means so as to pass a given point
(Students have a more extensive handout with examples in their binders)
* Continue with Powerpoint on Literary Terms while students take CLOZE notes
Notes:
* Spelling and Vocabulary Words to Date for Friday Quizzes
(to/too/two/quite/quit/quiet/where/wear/were/threw/thru/through/passed/past/
evaluate/ evidence/ perceive/ mean/ reality/awareness/ explain/factual/ observe/ reveal/declarative, imperative, exclamatory, interrogative)
*Grammar, Mechanics and Usage Rules to Date
-The word "I" is always capitalized, and the letter "u" should never be used for the word "you" in academic writing.
- Capitalize proper nouns and proper adjectives (Students should have all the rules written in their notebook.)
- Identify and spell correctly the 4 types of sentences (declarative, imperative, exclamatory and interrogative)
- Capitalize the first word of a sentence.
- Use corret ending punctuation based on the type of sentence.
- Do not write past the margin of your paper
- Use a proper heading on your paper:
Example : Jack Brown
Monday, September 14, 2012
1st Period - Quiz
Tuesday, September 25, 2012
* Finish Powerpoint on Literary Terms
* Grammar Lesson: Interjections
Resources: Grammar Book p. 228
Students will copy the rule into their notebooks.
Rule: An interjection is a word or a group of words that expresses feeling. An interjection usually appeaers at the beginning of a sentence. It can be followed by either a comma or an exclamation point, depending on how strong a feeling is expressed
* Formative Assessment by observation p. 228 Try It Out 1-5
* Formative Assessment p. 229 On Your Own 6-20
Wednesday, September 26, 2012 through Friday, September 28, 2012
* Begin The Call of the Wild by Jack London
The following Sunshine State Standards will be covered during our study of The Call of the Wild.
Reading Process
Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text.
The student will:
LA.7.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources.
Literary Analysis
Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.
The student will:
LA.7.2.1.1 - identify and analyze the characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature) as forms with distinct characteristics and purposes;
LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction;
LA.7.2.1.3 - locate various literary devices (e.g., sound, meter,
figurative and descriptive
LA.7.2.1.4 - identify and analyze recurring themes across a variety of works (e.g., bravery, friendship, loyalty, good vs. evil);
LA.7.2.1.5 - develop an interpretation of a selection and support
through sustained use of examples and contextual evidence;
LA.7.2.1.6 - compare the use of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem and short story);
LA.7.2.1.7-locate and analyze an author’s use of allusions
and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis;
LA.7.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written;
Writing Applications
Informative Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks.
The student will:
LA.7.4.2.3 - write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs;
The Call of the Wild by Jack London
Objectives:
o Increase literal reading comprehension
o Deepen interpretations of author’s meaning
o Increase recognition of and facility with literary elements
o Stimulate creative responses to literature
o Exercise critical thinking and writing abilities
Introduction to The Call of the Wild by Jack London – Students should take notes.
o Focus on background information
- Jack London Biography, p. 162 of book
- Critical Commentary about the Novel (p.7 Blue book)
o Elements of the Novel
- Themes
+ The Nature of Survival: Only the fittest survive in nature.
Questions:
- What characteristics are required to succeed in conflicts against a hostile environment?
- What role does chance or luck play in survival?
+ Civilization vs. Primitive Nature: Even a primitive creature is capable of love.
· Continue with introduction of The Call of the Wild
o Point of View and Characterization
- Limited third-person – We are told not only what Buck does and observes but also what he thinks as he adjusts to his new
environment and reacts to challenges and the other characters. This point of view excludes us from the minds of the other dogs and the human characters. We judge, or infer, their personalities through their actions and through Buck’s opinions of them and, in the case of the humans, through dialogue
o The Setting
- Santa Clara Valley, California, south of San Francisco,
but it moves quickly to..
- Yukon Territory of northwestern Canada
during the years of the Klondike gold rush in the late 1890’s
- London uses changes in the setting as contrast to changes in
characters.
o Similes
- Figures of speech are commonly found in this book
- London uses a lot of similes - A common figure of speech that imaginatively compares two seemingly dissimilar things using the words like or as
· Considering Titles Activity p. 13
o Write a paragraph to express your thoughts about “calls.” Then,
when you read The Call of the Wild, see if you can figure out what
“audible” and “internal” calls are important to the characters.
* Read Novel Notes 1 and 2 and do pre-reading activities
* Illustrate the setting at Judge Miller's place in Santa Clara Valley, California
* Read chapter 1 - Students will listen to a professional reading from a CD The Call of the Wild
o Analyze chapter 1- Unfamiliar details, vocabulary, questions, notes
o Discussion on characters: Novel Organizer p. 31
Students will discover that one way to follow events as you read is to keep track of the characters. Students will chart descriptions of characters from the first chapter.
* Read chapter 2
- Analyze: unfamiliar details, vocabulary, questions, notes
* Tracking the Dog Characters p. 33 Students will chart
appearance, personality traits, and typical actions of the dog characters
Friday, September 28, 2012
*Spelling, Grammar, Mechanics, and Usage Quiz
1. Oh! It is too quiet to get past Aunt Jane unnoticed tonight! (exclamatory)
2. Were you quite sure we passed the entrance? (interrogative)
3. Did you learn about Jupiter and Mars too? (interrogative)
4. Billy threw the ball too hard to Uncle Bob. (declarative)
* Continue with The Call of the Wild
* Introduce Easily Confused Words of the Week: passed/past
"Passed" is a verb, the past tense of pass meaning transferred, went ahead or by, elapsed, or finished
"Past" as a nound means history; as an adjective, it means former; as an adverb, it means so as to pass a given point
(Students have a more extensive handout with examples in their binders)
* Continue with Powerpoint on Literary Terms while students take CLOZE notes
Notes:
* Spelling and Vocabulary Words to Date for Friday Quizzes
(to/too/two/quite/quit/quiet/where/wear/were/threw/thru/through/passed/past/
evaluate/ evidence/ perceive/ mean/ reality/awareness/ explain/factual/ observe/ reveal/declarative, imperative, exclamatory, interrogative)
*Grammar, Mechanics and Usage Rules to Date
-The word "I" is always capitalized, and the letter "u" should never be used for the word "you" in academic writing.
- Capitalize proper nouns and proper adjectives (Students should have all the rules written in their notebook.)
- Identify and spell correctly the 4 types of sentences (declarative, imperative, exclamatory and interrogative)
- Capitalize the first word of a sentence.
- Use corret ending punctuation based on the type of sentence.
- Do not write past the margin of your paper
- Use a proper heading on your paper:
Example : Jack Brown
Monday, September 14, 2012
1st Period - Quiz
Tuesday, September 25, 2012
* Finish Powerpoint on Literary Terms
* Grammar Lesson: Interjections
Resources: Grammar Book p. 228
Students will copy the rule into their notebooks.
Rule: An interjection is a word or a group of words that expresses feeling. An interjection usually appeaers at the beginning of a sentence. It can be followed by either a comma or an exclamation point, depending on how strong a feeling is expressed
* Formative Assessment by observation p. 228 Try It Out 1-5
* Formative Assessment p. 229 On Your Own 6-20
Wednesday, September 26, 2012 through Friday, September 28, 2012
* Begin The Call of the Wild by Jack London
The following Sunshine State Standards will be covered during our study of The Call of the Wild.
Reading Process
Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text.
The student will:
LA.7.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources.
Literary Analysis
Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.
The student will:
LA.7.2.1.1 - identify and analyze the characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature) as forms with distinct characteristics and purposes;
LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction;
LA.7.2.1.3 - locate various literary devices (e.g., sound, meter,
figurative and descriptive
LA.7.2.1.4 - identify and analyze recurring themes across a variety of works (e.g., bravery, friendship, loyalty, good vs. evil);
LA.7.2.1.5 - develop an interpretation of a selection and support
through sustained use of examples and contextual evidence;
LA.7.2.1.6 - compare the use of the same theme in two different literary genres, using their structural features as the basis for the comparison (e.g., novel and play, poem and short story);
LA.7.2.1.7-locate and analyze an author’s use of allusions
and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis;
LA.7.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written;
Writing Applications
Informative Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks.
The student will:
LA.7.4.2.3 - write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs;
The Call of the Wild by Jack London
Objectives:
o Increase literal reading comprehension
o Deepen interpretations of author’s meaning
o Increase recognition of and facility with literary elements
o Stimulate creative responses to literature
o Exercise critical thinking and writing abilities
Introduction to The Call of the Wild by Jack London – Students should take notes.
o Focus on background information
- Jack London Biography, p. 162 of book
- Critical Commentary about the Novel (p.7 Blue book)
o Elements of the Novel
- Themes
+ The Nature of Survival: Only the fittest survive in nature.
Questions:
- What characteristics are required to succeed in conflicts against a hostile environment?
- What role does chance or luck play in survival?
+ Civilization vs. Primitive Nature: Even a primitive creature is capable of love.
· Continue with introduction of The Call of the Wild
o Point of View and Characterization
- Limited third-person – We are told not only what Buck does and observes but also what he thinks as he adjusts to his new
environment and reacts to challenges and the other characters. This point of view excludes us from the minds of the other dogs and the human characters. We judge, or infer, their personalities through their actions and through Buck’s opinions of them and, in the case of the humans, through dialogue
o The Setting
- Santa Clara Valley, California, south of San Francisco,
but it moves quickly to..
- Yukon Territory of northwestern Canada
during the years of the Klondike gold rush in the late 1890’s
- London uses changes in the setting as contrast to changes in
characters.
o Similes
- Figures of speech are commonly found in this book
- London uses a lot of similes - A common figure of speech that imaginatively compares two seemingly dissimilar things using the words like or as
· Considering Titles Activity p. 13
o Write a paragraph to express your thoughts about “calls.” Then,
when you read The Call of the Wild, see if you can figure out what
“audible” and “internal” calls are important to the characters.
* Read Novel Notes 1 and 2 and do pre-reading activities
* Illustrate the setting at Judge Miller's place in Santa Clara Valley, California
* Read chapter 1 - Students will listen to a professional reading from a CD The Call of the Wild
o Analyze chapter 1- Unfamiliar details, vocabulary, questions, notes
o Discussion on characters: Novel Organizer p. 31
Students will discover that one way to follow events as you read is to keep track of the characters. Students will chart descriptions of characters from the first chapter.
* Read chapter 2
- Analyze: unfamiliar details, vocabulary, questions, notes
* Tracking the Dog Characters p. 33 Students will chart
appearance, personality traits, and typical actions of the dog characters
Friday, September 28, 2012
*Spelling, Grammar, Mechanics, and Usage Quiz
1. Oh! It is too quiet to get past Aunt Jane unnoticed tonight! (exclamatory)
2. Were you quite sure we passed the entrance? (interrogative)
3. Did you learn about Jupiter and Mars too? (interrogative)
4. Billy threw the ball too hard to Uncle Bob. (declarative)
* Continue with The Call of the Wild
September 17 - 21, 2012
Monday, September 17, 2012
* Spelling, Grammar, Mechanics, and Usage Rule for the Week: The word "I" is always capitalized, and you should never use the letter "u" for the word "you" in academic writing.
* Introduce Easily Confused Words of the Week: threw/through/thru
"Threw" is a verb, the past tense of throw, meaning tossed
"Through" is an adverb or a preposition meaning in one side and out the other.
"Thru" is simply a variation of the word "through". It is used in very informal writing only. "Thru" is never considered correct in formal academic writing.
* Informational Writing: Students will finish writing their essays based on the Reality Central Article on Internet censorship in China. This essay counts as a test grade and should contain the following
- Creative introductory paragraph that introduces the topic
- One body paragraph on the similarities between the two countries
- One body paragraph on the differences between the two countries
- A creative concluding paragraph that clarifies and possibly bookends your introduction
* Issue Reader's Notebooks
* Classwork/Homework - Read "The Three-Century Woman" by Richard Peck and "The Fall of the Hindenburg" Reader's Notebook p. 5-16. Do all side margin questions.
Tuesday, September 18, 2012
* Return and briefly go over last week's Spelling, Grammar, Mechanics, and Usage quiz
* "The Three-Century Woman" and "The Fall of the Hindenburg"
- Literature Circles: "The Three-Century Woman" Test tomorrow
1. Students will divide into groups.
2. Students will discuss setting, characters, narrator, events of the plot and the ending while filling in a graphic organizer.
3. Students will discuss the elements of fiction in the story while answering guiding questions in the margins of their Reader's Notebooks. (characters, plot, setting, narrator, point of view and theme)
4. Students will stop to reflect on and respond to the literature
Notes:
- Fiction is told by a speaker who is called the narrator
- Nonfiction is narrated from the autor's point of view. It is not imaginary.
- Setting is the time and location of the story.
- Works of fiction in which the narrator is a character in the story are told from the first-person point of view.
- A novel or novella would examples of fiction.
- Essays, speeches, and biographies would be non-fiction
Question: What is the theme of "The Three-Century Woman"
- Theme: Although they may be frail, old people may be as clever as they always were.
Wednesday, September 19, 2012
* Open Book Test on "The Three-Century Woman" and "The Fall of the Hindenburg"
* Early Finishers: Write sentences that properly use our spelling and vocabulary words to date (to/too/two/quite/quit/quiet/where/wear/were/threw/thru/through/evaluate/ evidence/ perceive/ mean/ reality/awareness/ explain/ factual/observe/ reveal) and uses proper nouns and proper adjectives.
Use types of sentences on p. 32 and proper nouns and proper adjectives on pp. 224- 226 to help you.
Thursday, September 20, 2012
* Fair Testing: Please bring earphones or earbuds
Friday, September 21, 2012
* Spelling, Grammar, Usage, and Mechanics Weekly Quiz
1. Bob walked through the Mattie Kelly Arts Center to meet Aunt Janet. (Declarative)
2. Did you perceive China to be too strict? (Interrogative)
3. Quit talking about the Rocky Mountains. (Imperative)
4. Tom threw the ball quite well to my uncle! (Exclamatory)
* Begin Literary Terms Powerpoint Lesson:
1. Students will learn about the different types of literary terms.
2. Students will take CLOZE style notes.
3. Students will participate in various practice exercises with the terms.
4. Students will interact and discuss the terms with the teacher and classmates during the lecture and notetaking.
* Spelling, Grammar, Mechanics, and Usage Rule for the Week: The word "I" is always capitalized, and you should never use the letter "u" for the word "you" in academic writing.
* Introduce Easily Confused Words of the Week: threw/through/thru
"Threw" is a verb, the past tense of throw, meaning tossed
"Through" is an adverb or a preposition meaning in one side and out the other.
"Thru" is simply a variation of the word "through". It is used in very informal writing only. "Thru" is never considered correct in formal academic writing.
* Informational Writing: Students will finish writing their essays based on the Reality Central Article on Internet censorship in China. This essay counts as a test grade and should contain the following
- Creative introductory paragraph that introduces the topic
- One body paragraph on the similarities between the two countries
- One body paragraph on the differences between the two countries
- A creative concluding paragraph that clarifies and possibly bookends your introduction
* Issue Reader's Notebooks
* Classwork/Homework - Read "The Three-Century Woman" by Richard Peck and "The Fall of the Hindenburg" Reader's Notebook p. 5-16. Do all side margin questions.
Tuesday, September 18, 2012
* Return and briefly go over last week's Spelling, Grammar, Mechanics, and Usage quiz
* "The Three-Century Woman" and "The Fall of the Hindenburg"
- Literature Circles: "The Three-Century Woman" Test tomorrow
1. Students will divide into groups.
2. Students will discuss setting, characters, narrator, events of the plot and the ending while filling in a graphic organizer.
3. Students will discuss the elements of fiction in the story while answering guiding questions in the margins of their Reader's Notebooks. (characters, plot, setting, narrator, point of view and theme)
4. Students will stop to reflect on and respond to the literature
Notes:
- Fiction is told by a speaker who is called the narrator
- Nonfiction is narrated from the autor's point of view. It is not imaginary.
- Setting is the time and location of the story.
- Works of fiction in which the narrator is a character in the story are told from the first-person point of view.
- A novel or novella would examples of fiction.
- Essays, speeches, and biographies would be non-fiction
Question: What is the theme of "The Three-Century Woman"
- Theme: Although they may be frail, old people may be as clever as they always were.
Wednesday, September 19, 2012
* Open Book Test on "The Three-Century Woman" and "The Fall of the Hindenburg"
* Early Finishers: Write sentences that properly use our spelling and vocabulary words to date (to/too/two/quite/quit/quiet/where/wear/were/threw/thru/through/evaluate/ evidence/ perceive/ mean/ reality/awareness/ explain/ factual/observe/ reveal) and uses proper nouns and proper adjectives.
Use types of sentences on p. 32 and proper nouns and proper adjectives on pp. 224- 226 to help you.
Thursday, September 20, 2012
* Fair Testing: Please bring earphones or earbuds
Friday, September 21, 2012
* Spelling, Grammar, Usage, and Mechanics Weekly Quiz
1. Bob walked through the Mattie Kelly Arts Center to meet Aunt Janet. (Declarative)
2. Did you perceive China to be too strict? (Interrogative)
3. Quit talking about the Rocky Mountains. (Imperative)
4. Tom threw the ball quite well to my uncle! (Exclamatory)
* Begin Literary Terms Powerpoint Lesson:
1. Students will learn about the different types of literary terms.
2. Students will take CLOZE style notes.
3. Students will participate in various practice exercises with the terms.
4. Students will interact and discuss the terms with the teacher and classmates during the lecture and notetaking.
September 10-14, 2012
* Don't forget that you have a Read to Succeed Project every 9 weeks. Your first one is due before October 10th!!!
Monday, September 10, 2012
* Introduce Easily Confused Words of the Week: Where/Wear/Were
"Where" is an adverb referring to a place or location
Example: Where are you going? (interrogative sentence)
"Wear" is a verb that means put on or tire out.
When it is a noun, it means weakening.
Example: If you don't wear that shirt, your mom is going to wear you out.
"Were" is a verb; it is the plural past tense of be
Example: We were going to the store.
* Begin Grammar Lesson: Capitalization of Proper Nouns and Proper
Adjectives (p. 224 English Book)
Objectives:
Students will:
- capitalize proper nouns and proper adjectives in sentences
- proofread a family history to correct errors in the use of capitalization
Instruction:
- One-Minute Warm-up p. 224
- Teach Proper Nouns - Students should take notes
Formative Assessment
- Try It Out p. 225
#1-5 All together
- Teach More Proper Nouns and Proper Adjectives p. 225
- Try It Out p. 226 # 6-11 All together
Rules for Weekly Grammar Quiz:
- A proper noun names a specific person, place, or thing.
- A proper adjective is formed from a proper noun.
- Capitalize every important word in a proper noun or a
proper adjective.
Tuesday, September 11, 2012
* Grammar Lesson Continued: Proper Nouns and Adjectives
Additional Objectives: Write a poster using proper nouns and
proper adjectives
Instruction:-
Review from yesterday’s material
- Finish Try It Out p. 226 #6-11 if not finished yesterday
- On Your Own Assignment: p. 227 #12-44
- Formative Assessment(teacher observation) - Go over 12-44
- Homework: p. 227 Writing Wrap-Up Due on Thursday.
Instructions: Write and design a mini poster (8X10 piece of paper) for an upcoming school event, real or imaginary. Include all of the important information, such as the name of the event, the name of the sponsoring organization, and when and where the event will take place. Use no less than 10 proper nouns and proper adjectives combined.
Wednesday, September 12, 2012
* Reality Central p. 8: Learning the Truth in China - Big Question? How does the country in which you live affect the information that you
can find?
Real Life Connection: How much do you know about the
Internet, search engines, and censorhsip? Rate your knowledge on a KWL chart
Check It Out: Censorship
Word Bank for this article and this week's quiz: awareness, explain, factual, observe, reveal
* Read the Article "Learning the Truth in China"
* Formative Assessment - Wrap It Up questions p. 11 Reality Central
* Early Finishers: p. 262 Checkup: Unit 5 Big #2 (6-10)
* Early Finishers: p. 268 #1-16
* Don't forget your poster homework is due tomorrow.
Thursday, September 13, 2012
* Turn in poster homework
* Reality Central Writing Journal p. 6 - Compare and Contrast Informational
Writing
Writing Prompt: After reading "Learning the Truth in China," how would you compare the Internet in the U.S. with the Internet in other countries? Write an informational article for the school newspaper explaining the similarites and differences. Use ideas from the article and at least one word from the word bank: awareness, explain, factual, observe, or reveal. Underline the word.
- Prewrite It - p. 6 Venn Diagram on Internet Article
- Draft It p. 7 - Now use your plan to draft, or write, an informational article. Use the writing frame provided on p. 7
- Vocabulary Workshop p. 8
- Show You Know p. 9 - Write a comic strip in the spaces provided using all of the Word Bank words in a way that shows you understand their meaning.
- Word Endings: -ness p. 9
When you add the suffix -ness to the end of an action word you make a new word that is a noun. Form new words by adding -ness to eachof the words provided in the paragraph
* Review for tomorrow's quiz and go over last week's quiz
Questions -
1.Who can name and define the 4 types of sentences?
2. Who can tell me the difference between a common noun and a proper noun? A common adjective and a proper adjective?
Components:
- Identify and spell correctly the 4 types of sentences (declarative, imperative, exclamatory, and interrogative)
- Correct Spelling and Usage of Easily Confused Words:
to/too/two/quit/quite/quiet/where/wear/were
- Beginning Capitalization
- Ending Punctuation
- Capitalizing Proper Nouns and Proper Adjectives
- Spelling and Vocabulary words: evaluate, evidence, perceive, mean, reality,
awareness, explain, factual, observe, and reveal
Materials to aid review understanding:
- Reality Central Writing Journal p. 216 - Complete sentences review - subject
and predicate with types of sentences review intertwined.
- Reality Central Writing Journal p. 219 Capitalizing proper nouns and proper
adjectives
* Vocabulary Exercise on Word Bank words- Reality Writing Journal
Friday, September 14,2012
* Summative Assessment - Weekly Grammar Quiz: Students will write correct sentences through dictation.
Components:
- 4 types of sentences (declarative, imperative, exclamatory and
interrogative)
- Correct Spelling and Usage of Easily Confused Words:
to/too/two/quit/quite/quiet/where/wear/were
- Beginning Capitalization
- Ending Punctuation
- Capitalizing Proper Nouns and Proper Adjectives
- Spelling and Vocabulary words: evaluate, evidence, perceive, mean, reality,
awareness, explain, factual, observe, and reveal
* Writing Assignment: Anecdotes
Materials: Reading Kit p. 94 and 95
An anecdote is a brief story about an interesting or amusing event. Anecdotes are written to entertain or to make a point. An anecdote will often include a
problem that needs to be solved. This fact makes anecdotes an excellent way to
introduce a persuasive topic.
Instructions:
- Answer Question A on p. 94
- Read the anecdote and answer the questions on part B p. 94 handout
- Formative Assessment: Choose on of the many topics given on p. 95 and write an anecdote.
Monday, September 10, 2012
* Introduce Easily Confused Words of the Week: Where/Wear/Were
"Where" is an adverb referring to a place or location
Example: Where are you going? (interrogative sentence)
"Wear" is a verb that means put on or tire out.
When it is a noun, it means weakening.
Example: If you don't wear that shirt, your mom is going to wear you out.
"Were" is a verb; it is the plural past tense of be
Example: We were going to the store.
* Begin Grammar Lesson: Capitalization of Proper Nouns and Proper
Adjectives (p. 224 English Book)
Objectives:
Students will:
- capitalize proper nouns and proper adjectives in sentences
- proofread a family history to correct errors in the use of capitalization
Instruction:
- One-Minute Warm-up p. 224
- Teach Proper Nouns - Students should take notes
Formative Assessment
- Try It Out p. 225
#1-5 All together
- Teach More Proper Nouns and Proper Adjectives p. 225
- Try It Out p. 226 # 6-11 All together
Rules for Weekly Grammar Quiz:
- A proper noun names a specific person, place, or thing.
- A proper adjective is formed from a proper noun.
- Capitalize every important word in a proper noun or a
proper adjective.
Tuesday, September 11, 2012
* Grammar Lesson Continued: Proper Nouns and Adjectives
Additional Objectives: Write a poster using proper nouns and
proper adjectives
Instruction:-
Review from yesterday’s material
- Finish Try It Out p. 226 #6-11 if not finished yesterday
- On Your Own Assignment: p. 227 #12-44
- Formative Assessment(teacher observation) - Go over 12-44
- Homework: p. 227 Writing Wrap-Up Due on Thursday.
Instructions: Write and design a mini poster (8X10 piece of paper) for an upcoming school event, real or imaginary. Include all of the important information, such as the name of the event, the name of the sponsoring organization, and when and where the event will take place. Use no less than 10 proper nouns and proper adjectives combined.
Wednesday, September 12, 2012
* Reality Central p. 8: Learning the Truth in China - Big Question? How does the country in which you live affect the information that you
can find?
Real Life Connection: How much do you know about the
Internet, search engines, and censorhsip? Rate your knowledge on a KWL chart
Check It Out: Censorship
Word Bank for this article and this week's quiz: awareness, explain, factual, observe, reveal
* Read the Article "Learning the Truth in China"
* Formative Assessment - Wrap It Up questions p. 11 Reality Central
* Early Finishers: p. 262 Checkup: Unit 5 Big #2 (6-10)
* Early Finishers: p. 268 #1-16
* Don't forget your poster homework is due tomorrow.
Thursday, September 13, 2012
* Turn in poster homework
* Reality Central Writing Journal p. 6 - Compare and Contrast Informational
Writing
Writing Prompt: After reading "Learning the Truth in China," how would you compare the Internet in the U.S. with the Internet in other countries? Write an informational article for the school newspaper explaining the similarites and differences. Use ideas from the article and at least one word from the word bank: awareness, explain, factual, observe, or reveal. Underline the word.
- Prewrite It - p. 6 Venn Diagram on Internet Article
- Draft It p. 7 - Now use your plan to draft, or write, an informational article. Use the writing frame provided on p. 7
- Vocabulary Workshop p. 8
- Show You Know p. 9 - Write a comic strip in the spaces provided using all of the Word Bank words in a way that shows you understand their meaning.
- Word Endings: -ness p. 9
When you add the suffix -ness to the end of an action word you make a new word that is a noun. Form new words by adding -ness to eachof the words provided in the paragraph
* Review for tomorrow's quiz and go over last week's quiz
Questions -
1.Who can name and define the 4 types of sentences?
2. Who can tell me the difference between a common noun and a proper noun? A common adjective and a proper adjective?
Components:
- Identify and spell correctly the 4 types of sentences (declarative, imperative, exclamatory, and interrogative)
- Correct Spelling and Usage of Easily Confused Words:
to/too/two/quit/quite/quiet/where/wear/were
- Beginning Capitalization
- Ending Punctuation
- Capitalizing Proper Nouns and Proper Adjectives
- Spelling and Vocabulary words: evaluate, evidence, perceive, mean, reality,
awareness, explain, factual, observe, and reveal
Materials to aid review understanding:
- Reality Central Writing Journal p. 216 - Complete sentences review - subject
and predicate with types of sentences review intertwined.
- Reality Central Writing Journal p. 219 Capitalizing proper nouns and proper
adjectives
* Vocabulary Exercise on Word Bank words- Reality Writing Journal
Friday, September 14,2012
* Summative Assessment - Weekly Grammar Quiz: Students will write correct sentences through dictation.
Components:
- 4 types of sentences (declarative, imperative, exclamatory and
interrogative)
- Correct Spelling and Usage of Easily Confused Words:
to/too/two/quit/quite/quiet/where/wear/were
- Beginning Capitalization
- Ending Punctuation
- Capitalizing Proper Nouns and Proper Adjectives
- Spelling and Vocabulary words: evaluate, evidence, perceive, mean, reality,
awareness, explain, factual, observe, and reveal
* Writing Assignment: Anecdotes
Materials: Reading Kit p. 94 and 95
An anecdote is a brief story about an interesting or amusing event. Anecdotes are written to entertain or to make a point. An anecdote will often include a
problem that needs to be solved. This fact makes anecdotes an excellent way to
introduce a persuasive topic.
Instructions:
- Answer Question A on p. 94
- Read the anecdote and answer the questions on part B p. 94 handout
- Formative Assessment: Choose on of the many topics given on p. 95 and write an anecdote.
September 3-7, 2012
Monday, September 3, 2012
* No school.
Laobr Day Holiday
Tuesday, September 4, 2012
* Turn in parent signature slips for after school tutoring for those who did not do their summer
reading. Tutoring students should meet in front of the cafeteria in the 6th grade hall as soon as the walkers are dismissed. Tutoring is Tuesday, Wednesday, and Friday. Book: Tuck Everlasting by Natalie Bobbit
* Refelction on student understanding of
the 4 types of sentences, captializing the first word of a sentence, and using
proper end punctuation based on the type of sentence. Friday's quiz results:
1st period 2nd period 3rd Advanced 4th Advanced 5th period
A's (8) or 34.78% A's (4) 19.04% A's (15) 68.18 % A's (18) 78.26% A's (8) 40%
B 's (6) 26.08% B's (5) 23,80% B's (6) 27.27 % B's (5) 21.73 % B's (2) 10%
C's (6) 26.08% C's (4) 19.04 % C's (0) C's (0) C's (6) 30%
D's (1) 4.34% D's (4) 19.04% D's (0) D's (0) D's (3) 15.5
F's (1) 4.34% F's (4) 19.09% F's (0) F's (0) F's (1) 5%
* Go over Grammar,
Usage, and Mechanics Quiz from Friday - The following vocabulary and
spelling words were on the quiz and will continue to be on every quiz. The
vocabulary builds all year. Once you learn it, you are expected to know how to
use it in a sentence and how to spell it currectly. Words to date: declarative,
imperative, interrogative, exclamatory, to, too, two, evaluate, evidence,
perceive, mean, and reality. In addition, the grammar rule to date is: All
sentences must begin with a capital letter and end with a period, a question
mark, or an exclamation point. The formatting rules to date are: Write your
full name in the top right corner of your paper, the full date as written on the
board and your class period.
* Review
Practice: Write each spelling word from last week 3 times except to, two, and too. Write these sentences with those words:
1. I went to the store on my two wheeled bike to buy two gallons of milk and cookies, too.
2. She is too silly to be depended on too much.
* Introduce new Easily Confused
Words of the Week: quite/quit/quiet
"Quite" is an adverb meaning completely, very, or entirely. It ryhmes with "flight" Example:
I was quite surprised by my party.
Quit is a verb meanins stop or cease. It rhymes with "sit" Example: I hope you can quit running in the
halls.
Quiet is an adjective meaning calm, silent, or noiseless. As an adverb, it mean soothe or calm As a noun it means tranquility or peaceful. Example: When the professor began handing out the exams, the room
suddenly went quiet.
* Writing
Homework Due: Rough draft paragraph of one of your 3 researched topics.
* Peer Evaluations:
Get with a partner and exchange papers. Write down question (interrogate!) and comments you have about their paragrpah on their paper and return it to them.
* Writing Assignment
Extension: Rewrite your paragraph into two persuasive body paragraphs. Then go back and write a creative introductory paragraph that introduces your topic and leads to a position statement about your topic.
Wednesday, September 5, 2012
* Review: Use your understanding of our
vocabulary, notes, Reality Central book and grammar book p. 32 to fill in these sentences. Write the entire sentence.
1. We will use _____________________________ (proof that something is true) _______
(to/too/two) ____________________________ (forma an opinion based on what you
know) the __________________________ (things that exist in the real world) of
the situation.
Type of sentence: _________________________________________
2. There are ___________(to/two/too) boys who _______________________________ (notice or
understand) me ___________ (to/two/too) be ______________________ (quite/quit/quiet) nice and pretty, ___________ (to, two/too)!
Type of Sentence: _____________________________________
3. If you ______________________ (give a sign of something) to _________________________
(quit/quite/quiet) being lazy, you need _________ (to/two/too) get up and move.
Type of sentence: ___________________________________
4. Do you _______________ (two/too/to) boys like ______ (two/to/too) go fishing?
Type of Sentence: ________________________________________________________
Thursday, September 6, 2012
* Early Release Day - Morning Patriotic Pep Rally - Football game against Davidson at 6:15 p.m. FWBHS
stadium.
* Reveiw for quiz tomorrow: Grammar, Usage, and Mechanics
Friday, September 7,
2012
* Grammar, Usage and Mechanics Review
and Quiz
1. I want to go to the park to evaluate the two new swings.
(Declarative)
2. Quit telling him to perceive his reality your way.
(imperative)
3. Do you like my quiet ways? (interrogative)
4. I am quite sure Melvin wants to go to the park, too!
(Exclamatory)
* Reality Central p. 8: Learning the Truth in China - Big Question? How does the
country in which you live affect the information that you can find?
Real Life Connection: How much do you know about the Internet, search engines, and censorhsip? Rate your knowledge on a KWL chart
Check It Out: Censorship
Word Bank for this article and next weel's quiz: Awareness, explain, factual, observe,
reveal
* Vocabulary Exercise on Word Bank words- Reality Writing Journal
* Read article as time permits.
* No school.
Laobr Day Holiday
Tuesday, September 4, 2012
* Turn in parent signature slips for after school tutoring for those who did not do their summer
reading. Tutoring students should meet in front of the cafeteria in the 6th grade hall as soon as the walkers are dismissed. Tutoring is Tuesday, Wednesday, and Friday. Book: Tuck Everlasting by Natalie Bobbit
* Refelction on student understanding of
the 4 types of sentences, captializing the first word of a sentence, and using
proper end punctuation based on the type of sentence. Friday's quiz results:
1st period 2nd period 3rd Advanced 4th Advanced 5th period
A's (8) or 34.78% A's (4) 19.04% A's (15) 68.18 % A's (18) 78.26% A's (8) 40%
B 's (6) 26.08% B's (5) 23,80% B's (6) 27.27 % B's (5) 21.73 % B's (2) 10%
C's (6) 26.08% C's (4) 19.04 % C's (0) C's (0) C's (6) 30%
D's (1) 4.34% D's (4) 19.04% D's (0) D's (0) D's (3) 15.5
F's (1) 4.34% F's (4) 19.09% F's (0) F's (0) F's (1) 5%
* Go over Grammar,
Usage, and Mechanics Quiz from Friday - The following vocabulary and
spelling words were on the quiz and will continue to be on every quiz. The
vocabulary builds all year. Once you learn it, you are expected to know how to
use it in a sentence and how to spell it currectly. Words to date: declarative,
imperative, interrogative, exclamatory, to, too, two, evaluate, evidence,
perceive, mean, and reality. In addition, the grammar rule to date is: All
sentences must begin with a capital letter and end with a period, a question
mark, or an exclamation point. The formatting rules to date are: Write your
full name in the top right corner of your paper, the full date as written on the
board and your class period.
* Review
Practice: Write each spelling word from last week 3 times except to, two, and too. Write these sentences with those words:
1. I went to the store on my two wheeled bike to buy two gallons of milk and cookies, too.
2. She is too silly to be depended on too much.
* Introduce new Easily Confused
Words of the Week: quite/quit/quiet
"Quite" is an adverb meaning completely, very, or entirely. It ryhmes with "flight" Example:
I was quite surprised by my party.
Quit is a verb meanins stop or cease. It rhymes with "sit" Example: I hope you can quit running in the
halls.
Quiet is an adjective meaning calm, silent, or noiseless. As an adverb, it mean soothe or calm As a noun it means tranquility or peaceful. Example: When the professor began handing out the exams, the room
suddenly went quiet.
* Writing
Homework Due: Rough draft paragraph of one of your 3 researched topics.
* Peer Evaluations:
Get with a partner and exchange papers. Write down question (interrogate!) and comments you have about their paragrpah on their paper and return it to them.
* Writing Assignment
Extension: Rewrite your paragraph into two persuasive body paragraphs. Then go back and write a creative introductory paragraph that introduces your topic and leads to a position statement about your topic.
Wednesday, September 5, 2012
* Review: Use your understanding of our
vocabulary, notes, Reality Central book and grammar book p. 32 to fill in these sentences. Write the entire sentence.
1. We will use _____________________________ (proof that something is true) _______
(to/too/two) ____________________________ (forma an opinion based on what you
know) the __________________________ (things that exist in the real world) of
the situation.
Type of sentence: _________________________________________
2. There are ___________(to/two/too) boys who _______________________________ (notice or
understand) me ___________ (to/two/too) be ______________________ (quite/quit/quiet) nice and pretty, ___________ (to, two/too)!
Type of Sentence: _____________________________________
3. If you ______________________ (give a sign of something) to _________________________
(quit/quite/quiet) being lazy, you need _________ (to/two/too) get up and move.
Type of sentence: ___________________________________
4. Do you _______________ (two/too/to) boys like ______ (two/to/too) go fishing?
Type of Sentence: ________________________________________________________
Thursday, September 6, 2012
* Early Release Day - Morning Patriotic Pep Rally - Football game against Davidson at 6:15 p.m. FWBHS
stadium.
* Reveiw for quiz tomorrow: Grammar, Usage, and Mechanics
Friday, September 7,
2012
* Grammar, Usage and Mechanics Review
and Quiz
1. I want to go to the park to evaluate the two new swings.
(Declarative)
2. Quit telling him to perceive his reality your way.
(imperative)
3. Do you like my quiet ways? (interrogative)
4. I am quite sure Melvin wants to go to the park, too!
(Exclamatory)
* Reality Central p. 8: Learning the Truth in China - Big Question? How does the
country in which you live affect the information that you can find?
Real Life Connection: How much do you know about the Internet, search engines, and censorhsip? Rate your knowledge on a KWL chart
Check It Out: Censorship
Word Bank for this article and next weel's quiz: Awareness, explain, factual, observe,
reveal
* Vocabulary Exercise on Word Bank words- Reality Writing Journal
* Read article as time permits.
August 20 - 24, 2012
Monday, August 27, through Wednesday, August 29, 2012
* Homework: Make a list of 8 things that get on your nerves,
make you mad, or you would like to see changed. Pick 3 of them to research.
Using books, the internet, professionals, your parents, or any other resource,
make a big list of facts, statistics, testimonies, etc. about each of your 3
topics. Due Thursday. You will need to have this done in order to do the
assignment on Friday, so be prepared.
Note: I do not give passes to lockers! Bring your notebook and assignments to class before the tardy bell rings or take a zero. Be responsible!
* Introduce Weekly Grammar, Mechanics, and Usage Quizzes
Components of the Weekly Quiz:
- Every Friday unless otherwise stated for unforseen circumstances.
- Students will listen to Mrs. Satterfield read a sentence several times and then write the sentence correctly.
- Students will properly use Easily Confused Words known as homophones. A list of words with their parts of speech, definitions, and examples will be handed out today. Store this handout in your binder. A new set of words will be added each week. This week's words: to, too, two
- Students will properly spell vocabulary words that we have studied. Last week's words: evaluate, evidence, mean, perceive, reality
- Students will use proper formatting: Do not write past the margin. Put your name, the date, and class period on your paper in the upper right corner. Use fluent and legible handwritting.
- Proper usage of all capitaliztion and punctuation rules that we cover this year is expected. After learning a rule, you will be expected to properly use that rule in all assignments. Points will be deducted.
* Reality Central Writing Journal (Note: Students are working at their own pace right now. Some students progressed to this lesson last week and some did not. We work from bell to bell in our class, so I will always continue the lesson for those who finish early. This differentiation allows the students to learn at their level and not feel rushed or bored.)
* p. 2 Write About It! You have read an article about therapy animals. Now you will write about the topic. Read the writing prompt. It gives your assignment. Imagine that an elementary school in your community is thinking of starting an animal-therapy program. Write a letter to the principal explaining whether you are for or against a program like that. Use ideas from the article and at least one word from the Word Bank: evaluate, evidence, mean, perceive, reality
* Prewrite: Pros and Cons Chart /Writing Rubric p. 2 in Reality Central Writing Journal
*Draft It! p. 3 Start by stating which side you are on. Underline your choice. Then give your reasons and use ideas from the article to support your claim.
* Check It and Fix It: Evaluate your writing using a rubric. Make rough corrections on your paper. Trade your work with a classmate. Talk over ways you both might improve your letters. Use the ideas to revise your work.
* Vocabulary Practice p. 5 - Sentence writing with vocabulary words: evaluate, evidence, mean, perceive, reality.
* Word Endings: -ful, -ing p. 5
* Early Finishers: Grammar, usage, and mechanics lesson p. 190 Nouns
* Early Finishers: End Marks Practice p. 220
Thursday, August 30, 2012
* Go to library for Read to Succeed Books and unfinished research for tomorrow's writing assignment.
Friday, August 31, 2012
* Mechanics and Usage Quiz
Sentences:
1. We will use evidence to evaluate our claims. (Declarative)
2. Did you perceive her to be too silly for our group? (Interrogative)
3. Two of our sources did not mean what they said. (Declarative)
4. My reality is too hard to ignore. (Declarative)
5. Stop running. (imperative)
* Writing Assignment: Pick one of your 3 researched topics and write a paragraph packed wih facts about your topic. Get with a partner and exchange papers. Write down questions and comments you have about their paragraph on their paper and return it to them. Rewrite your paragraph into an essay.Put it in the writing section of your binder or notebook.
* Homework: Make a list of 8 things that get on your nerves,
make you mad, or you would like to see changed. Pick 3 of them to research.
Using books, the internet, professionals, your parents, or any other resource,
make a big list of facts, statistics, testimonies, etc. about each of your 3
topics. Due Thursday. You will need to have this done in order to do the
assignment on Friday, so be prepared.
Note: I do not give passes to lockers! Bring your notebook and assignments to class before the tardy bell rings or take a zero. Be responsible!
* Introduce Weekly Grammar, Mechanics, and Usage Quizzes
Components of the Weekly Quiz:
- Every Friday unless otherwise stated for unforseen circumstances.
- Students will listen to Mrs. Satterfield read a sentence several times and then write the sentence correctly.
- Students will properly use Easily Confused Words known as homophones. A list of words with their parts of speech, definitions, and examples will be handed out today. Store this handout in your binder. A new set of words will be added each week. This week's words: to, too, two
- Students will properly spell vocabulary words that we have studied. Last week's words: evaluate, evidence, mean, perceive, reality
- Students will use proper formatting: Do not write past the margin. Put your name, the date, and class period on your paper in the upper right corner. Use fluent and legible handwritting.
- Proper usage of all capitaliztion and punctuation rules that we cover this year is expected. After learning a rule, you will be expected to properly use that rule in all assignments. Points will be deducted.
* Reality Central Writing Journal (Note: Students are working at their own pace right now. Some students progressed to this lesson last week and some did not. We work from bell to bell in our class, so I will always continue the lesson for those who finish early. This differentiation allows the students to learn at their level and not feel rushed or bored.)
* p. 2 Write About It! You have read an article about therapy animals. Now you will write about the topic. Read the writing prompt. It gives your assignment. Imagine that an elementary school in your community is thinking of starting an animal-therapy program. Write a letter to the principal explaining whether you are for or against a program like that. Use ideas from the article and at least one word from the Word Bank: evaluate, evidence, mean, perceive, reality
* Prewrite: Pros and Cons Chart /Writing Rubric p. 2 in Reality Central Writing Journal
*Draft It! p. 3 Start by stating which side you are on. Underline your choice. Then give your reasons and use ideas from the article to support your claim.
* Check It and Fix It: Evaluate your writing using a rubric. Make rough corrections on your paper. Trade your work with a classmate. Talk over ways you both might improve your letters. Use the ideas to revise your work.
* Vocabulary Practice p. 5 - Sentence writing with vocabulary words: evaluate, evidence, mean, perceive, reality.
* Word Endings: -ful, -ing p. 5
* Early Finishers: Grammar, usage, and mechanics lesson p. 190 Nouns
* Early Finishers: End Marks Practice p. 220
Thursday, August 30, 2012
* Go to library for Read to Succeed Books and unfinished research for tomorrow's writing assignment.
Friday, August 31, 2012
* Mechanics and Usage Quiz
Sentences:
1. We will use evidence to evaluate our claims. (Declarative)
2. Did you perceive her to be too silly for our group? (Interrogative)
3. Two of our sources did not mean what they said. (Declarative)
4. My reality is too hard to ignore. (Declarative)
5. Stop running. (imperative)
* Writing Assignment: Pick one of your 3 researched topics and write a paragraph packed wih facts about your topic. Get with a partner and exchange papers. Write down questions and comments you have about their paragraph on their paper and return it to them. Rewrite your paragraph into an essay.Put it in the writing section of your binder or notebook.
August 20-24, 2012
Monday, August 20, 2012
* Welcome back students
* Introduction to Mrs. Satterfield's class
* Watch Youtube video: Wear Sunscreen
* Pass out paperwork: parent
letter, syllabus, rules, procedures, reading program basic outline
* Acrostic Poem Assignment:
Introduction - An acrostic poem is a poem in which the first letters of each line when read vertically spell out a word which is the subject of the poem.
Example: Bill
Bashful
Intelligent
Loving
Likable
Students will create an acrostic
poem out of their first name then read it to the class.
* Homework: Give parents paperwork and get them to sign receipt. Get supplies if possible.
* Announcement: Don't forget about your Summer Reading Packet.
Tuesday, August 21, 2012
* Announcement: Don't forget your Summer Reading Packets are due
* Collect parent signature slips.
* Pass out and go over the instructions for Read to Succeed Projects - First due date is October 8th. Second due date is October 9th. Final due date NO later than October 10th. No projects will be accepted past that date. However, students who do not do their projects will be asked to stay for tutoring to complete the project.
* Begin Capitalization and Punctuation - Unit 5 p. 221 English book
* Activate Prior Knowledge: p. 32 of grammar book - Define the 4 types of sentences and give an example sentence of each. (Declarative, Imperative, Interogative, and Exclamatory)
* Mechanics: Writing Correct Sentences p. 222 - "Try It Out" 1-5 all together
* Rule: All sentences must begin with a capital letter and end with a period, a question
mark, or an exclamation point.
* p. 223 - "On Your Own" 6-18
Wednesday, August 22, 2012
* Announcement: Don't forget Summer Reading packets are due on the 31st.
* Collect parent signature slips.
* Finish p. 223 "On Your Own"
* Go over answers
* p. 223 Writing Wrap-up - Write an ad for a new type of ship, one that might transport people on land, on sea, in
space - or all three. Include and identify at least one of each of the four types of sentences. Read your ad to a friend, and have him/her identify each kind of sentence.
* Early Finishers: Review p. 262 # 1-5
Thursday, August 23, 2012
* Summer Reading Packets due on the 31st
* Brief Oral Review for grammar quiz tomorrow - 4 types of sentences
Friday, August 24, 2012
*
Weekly Grammar Quiz: (to, too, two,) (beginning capitalization and end
punctuation)
* Summer Reading
* Writing Assignment: Pick a different topic from your research and write a
paragraph telling all about it. Get with a partner and exchange papers. Write
down questions and comments you have about their paragraph on their paper and
return it to them. Put it in the writing section of your binder.
* Welcome back students
* Introduction to Mrs. Satterfield's class
* Watch Youtube video: Wear Sunscreen
* Pass out paperwork: parent
letter, syllabus, rules, procedures, reading program basic outline
* Acrostic Poem Assignment:
Introduction - An acrostic poem is a poem in which the first letters of each line when read vertically spell out a word which is the subject of the poem.
Example: Bill
Bashful
Intelligent
Loving
Likable
Students will create an acrostic
poem out of their first name then read it to the class.
* Homework: Give parents paperwork and get them to sign receipt. Get supplies if possible.
* Announcement: Don't forget about your Summer Reading Packet.
Tuesday, August 21, 2012
* Announcement: Don't forget your Summer Reading Packets are due
* Collect parent signature slips.
* Pass out and go over the instructions for Read to Succeed Projects - First due date is October 8th. Second due date is October 9th. Final due date NO later than October 10th. No projects will be accepted past that date. However, students who do not do their projects will be asked to stay for tutoring to complete the project.
* Begin Capitalization and Punctuation - Unit 5 p. 221 English book
* Activate Prior Knowledge: p. 32 of grammar book - Define the 4 types of sentences and give an example sentence of each. (Declarative, Imperative, Interogative, and Exclamatory)
* Mechanics: Writing Correct Sentences p. 222 - "Try It Out" 1-5 all together
* Rule: All sentences must begin with a capital letter and end with a period, a question
mark, or an exclamation point.
* p. 223 - "On Your Own" 6-18
Wednesday, August 22, 2012
* Announcement: Don't forget Summer Reading packets are due on the 31st.
* Collect parent signature slips.
* Finish p. 223 "On Your Own"
* Go over answers
* p. 223 Writing Wrap-up - Write an ad for a new type of ship, one that might transport people on land, on sea, in
space - or all three. Include and identify at least one of each of the four types of sentences. Read your ad to a friend, and have him/her identify each kind of sentence.
* Early Finishers: Review p. 262 # 1-5
Thursday, August 23, 2012
* Summer Reading Packets due on the 31st
* Brief Oral Review for grammar quiz tomorrow - 4 types of sentences
Friday, August 24, 2012
*
Weekly Grammar Quiz: (to, too, two,) (beginning capitalization and end
punctuation)
* Summer Reading
* Writing Assignment: Pick a different topic from your research and write a
paragraph telling all about it. Get with a partner and exchange papers. Write
down questions and comments you have about their paragraph on their paper and
return it to them. Put it in the writing section of your binder.