Week of 10/22:

by Kathryn Fetter | Oct 25, 2018 | Blogs

Monday 10/22:

• SSR
• Sassy Sentences (finish dependent clauses)
• Main Idea Activity with Ms. K!

Tuesday 10/23:

• SSR
• Word Part Mini Presentations – ask a neighbor for the notes if you were absent!
• “The Most Dangerous Game” Pre-Reading Interview Activity

Wednesday 10/24:

• Library Visit/SSR for first half of class
• Finish “The Most Dangerous Game” Pre-Reading Survey and write a brief CER about one of the statements provided. This was due at the end of the hour.

Thursday 10/25:

• SSR
• Word Part Mini Presentations – ask a neighbor for the notes if you were absent!
• “The Most Dangerous Game” Vocab Activity
  • Sort words into “Know” or “Don’t Know” Categories
  • Define or make educated guesses using roadblock strategies
  • Look up the correct definitions to check your work
  • Draw pictures to help you remember the definitions for the words that don’t already have pictures provided
  • Leave the last column blank – this will be completed as we read!

Friday 10/26:

Week of 10/15:

by Kathryn Fetter | Oct 15, 2018 | Blogs

Monday 10/15:

• SSR
• Sassy Sentences (completed examples 2-4 of dependent clauses, see us if you were absent)
• Stakeholder Letter (finish)
  • Discuss the difference between using various sentence structures just to check them off a list vs. using them to enhance the meaning.
  • Discuss proper letter format (see me if you were absent)
  • Letter structure:
    • Paragraph 1 = Stakeholder and Introduction sections combined
    • Paragraph 2 = Successes
    • Paragraph 3 = Challenges
    • Paragraph 4 = Conclusion (SMART Goal)
  • REMEMBER: You must have AT LEAST 2 beginning participial phrases and AT LEAST 2 appositive phrases in your letter! Highlight these in the final product and turn it in on Google Classroom before tomorrow!

Tuesday 10/16:

• SSR
• Word Part Mini Presentations – ask a neighbor for the notes if you were absent!
• AOW #3
  • Chunk the text
  • Solve roadblocks
  • Talk to the text – reference the sentence starters in your binder!
  • Highlight essential details for each chunk

Wednesday 10/17:

• SSR
• Sassy Sentences – find examples of dependent clauses in your SSR books and write them down!
• Watch 2081 and complete the Venn Diagram comparing and contrasting it with “Harrison Bergeron.”
  • Due at the end of the hour!

Thursday 10/18:

• SSR
• Word Part Mini Presentations – ask a neighbor for the notes if you were absent!
• AOW #3 (concluded)
  • Chunk summaries
  • Interactive Constructed Paragraph Activity – students work together to complete a CER for the article by following certain sentence stems.  Then they rotate and add on to what their peers in other groups have come up with.
  • Students must answer one of the two prompts at the bottom of the last page of the article in CER format.  This is due on Monday, October 22.

Friday 10/19:

• SSR October Assessment for the entire hour.  If you were absent, you must make this up after school with me.  See me for more information.
  • If done early, students should answer the yearbook survey and/or work on their AOW CER.

Week of 10/8:

by Kathryn Fetter | Oct 11, 2018 | Blogs

I apologize for not updating this sooner — this week has been hectic.  Here is what we have done this week:

Monday 10/8:

• SSR
• Sassy Sentences – see us if you were absent
• “Harrison Bergeron” introduction
  • Harrison Bergeron Pre-Writing Questions
  • Privilege Race Video and Discussion
  • Sketching through the Text Strategy Introduction with Ms. K

Tuesday 10/9:

• SSR
• Word Part Mini Presentations – ask a neighbor for the notes if you were absent!
• “Harrison Bergeron”
  • Students were broken up into skill groups to tackle summarizing with the Sketching through the Text Strategy. See us if you were absent for extra help.

Wednesday 10/10:

• SSR
• Sassy Sentences
• “Harrison Bergeron”
  • Students that weren’t finished with their Sketching through the Text Strategy focus on finishing that and turning it in before the hour is over.
  • Students ready to move on receive the Evidence For And Against Harrison Bergeron to practice supporting claims with evidence.
  • All students must have turned in their Sketching through the Text sheet by the end of the hour and all must complete the Evidence worksheet before tomorrow (Thursday).

Thursday 10/11:

• SSR
• Word Part Mini Presentations – ask a neighbor for the notes if you were absent!
• Main Idea Assessment – see us if you were absent!
• Evidence For And Against Harrison Bergeron
  • Students should write a brief CER on the back of this worksheet by selecting one claim (from the middle column), supporting it with one of their pieces of direct textual evidence, and explaining how that evidence supports the claim.  Please see me or Ms. Reiff if you need clarification.
• Stakeholder Letter Assignment (to assess usage of various sentence structures practiced during Sassy Sentences):
  • Stakeholder Letter Brainstorm (to be completed following the directions in the Stations for Stakeholder Letter below)
  • Stations for Stakeholder Letter

Friday 10/12:

• HALF DAY! (Hours 1-3)
• SSR
• Stations for Stakeholder Letter (continued)
  • If time permits, start typing up the letter!

Week of 10/1:

by Kathryn Fetter | Oct 1, 2018 | Blogs

Monday 10/1:

• SSR
• Sassy sentences – we went through the last three given examples, analyzed structure, and then wrote our own examples.  See us if you were absent.
• Maya Angelou – “Still I Rise”
  • We watched the video of Maya Angelou reading her poem “Still I Rise” and noted her tone, expressions, hand gestures, and body language to help us understand her message.
  • Students were asked to do a write up regarding the main idea (due at the end of the hour):
    • Claim: What is the main idea of the poem?
    • Evidence: What pieces of direct textual evidence support my claim?
    • Reasoning: How do these pieces of direct textual evidence support my claim?

Tuesday 10/2:

• SSR
• Word Part Mini Presentations – ask a neighbor upon return to see the notes!
• AOW #2
  • Chunking – we chunked the text according to the subtitles.
  • Roadblocks – We solved roadblocks using strategies from class and then shared out with the rest of the class.
  • Talking to the Text – we used our annotation sentence starters to talk to the text.  We called on students to identify a part of the article that they found interesting, and then asked them to verbally share what their thoughts were.  This was then copied onto the copy of the article on the board for all to see.
  • Homework:
    • Students were asked to finish talking to the text and to highlight essential details — information absolutely crucial for understanding the author’s message.

Wednesday 10/3:

• SSR
• Sassy Sentences – see us if you were absent.
• AOW #2 (continued):
  • We reviewed highlighting essential details –discussion: what’s the difference between what we need to know vs. what is nice to know?
  • Students were separated into groups based on which skills they needed help with.  If you were absent, see us for the appropriate strategy sheets.
  • Homework: finish whatever work you need to for main idea (depending on which group you were in).

Thursday 10/4:

• SSR
• Word Part Mini Presentations – ask a neighbor for the notes if you were absent!
• Bullied Documentary
  • Bullying: Facts vs Myths Activity
  • T-chart: the left side is where students should record direct quotes or specific moments from the film, and the right side is where students should record their reactions.  Students will have 7 total entries on both sides by the end of the movie.

Friday 10/5:

• SSR
• Bullied Documentary
  • Finish the film and the t-chart
  • Students should identify the main idea/message of the video in a claim, use supporting evidence from their t-charts, and explain how that evidence supports their claim.  This should be done on the back of the t-chart and turned in by Monday.