It’s here! The moment you have all been waiting for…my first blog post 😉 If you subscribed to my blog then you would have received this message. Follow the directions below for the extra credit opportunity:
Contribute one box of tissue to our classroom
Write the following information on your box of tissue:
YOUR Name
Ms.Martin
Class/Hour
Date in European style (ex. 14 September 2016)
The title and author of your favorite book
Finally, print or screenshot this blog post. I must be able to see your name in the email! If your name does not appear in the screenshot or printed blog post, I will NOT give you extra credit.
This is due by Friday the 16th, no exceptions.
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Week 3
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TUESDAY 9/20/2016
Students do SSR (sustained silent reading) for 10 minutes.
Then, have them get out AOW #3. It is an article the 20 dollar bill. Most students have this.
Show the following CERA questions on the screen and have students respond to each question on a separate piece of paper. You can not help them with this. Tell them to answer the best they can. Collect each response in the blue box.
A. Curriculum‐Embedded
Reading
Assessment
(CERA)
Individual
Writing
Prompts
Please respond to the following questions (in pen).
PART
I.
SUMMARY
1. In your own words, write a short (1–2 sentence) summary of this piece.
PART
II.
READING
PROCESS
2. What kinds of things were happening in your mind as you read this?
3. What did you do that helped you to understand
the reading?
4. What questions or problems do you still have with this piece?
PART
III.
SELF‐ASSESSMENT
5.
How easy or difficult was this piece for you? (circle one)
pretty easy not too hard pretty hard too hard
6.
How well would you say you
understood this piece?
**Turn in responses once finished.
B. Reading The House on Mango Street:
Chapter 5: Cathy Queen of Cats
1.To whom does Cathy claim to be related? Is this true?
2.How long will Cathy be Esperanza’s friend?
3.Why does Cathy say her family has to move?
4.How does Esperanza feel about Cathy’s family’s reason for moving?
5.What words does the narrator use to describe Cathy and her cats?
6.How does the use of repetition create a sense of childlike excitement?
Chapter 6:Our Good Day
1.Why do the girls want five dollars? What are they willing to give Esperanza in exchange for the money? Why does Esperanza feel that five dollars is cheap?
2.How does Cathy react to the sisters?
3.How are Lucy and Rachel better friends than Cathy?
4.Why doesn’t Esperanza tell them about Nenny immediately?
5.How do they divide up the bike? How do they ride the bike the first day?
6.What words and images show how much Esperanza wants friendship?
7.What images describe the bike ride? What do you learn about the world of Mango Street from these images?
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WEDNESDAY 9/21/2016
CO: Students will demonstrate application of grammar knowledge by distinguishing types of nouns.
LO: Students will write a silent conversation using a model.
1. SSR+
2. AOW #3
-Silent conversation
-Connect ideas from this article to ideas in The House on Mango Street
3. Grammar: Closed v. Open word classes
-Complete sheet
-Which group is harder to learn? Why?
-NOUNS (class, tangible/intangible, proper/common)
4. The House on Mango Street
-Discuss last 2 chapters
-Vocabulary additions
-Homework: Reading + summary writing
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THURSDAY 9/22/16
CO: Students will demonstrate analysis of noun use by examining types of nouns.
LO: Students will read and write a summary.
1. SSR+
2. AOW #3: Make connections
3. GRAMMAR in TOOLKIT
-Take notes
-NOUNS (class, tangible/intangible, proper/common)
-Game?
4. The House on Mango Street
-Discuss chapter 6 questions
-Vocabulary additions
Reading ahead: Laughter, Gil’s Furniture Bought & Sold, & Meme Ortiz
-Write a 3-5 sentence SUMMARY for each chapter (3 of them).
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FRIDAY 9/23/16
1. Book Talk from Ms. Martin
2. AOW #3: Review annotations and turn in
3. Homework check:
-Have 5 vocabulary words & 3 summaries on your desk
4. Summary activity
-Listening to Laughter, Gil’s Furniture Bought & Sold, and Meme Ortiz
-Creating list of main ideas
-Groups assigned
-Drafting new summary
5. Noun review
6. Scrabble
7. Homework: SSR LOG POST DUE Oct.1
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MONDAY 9/26/16
CO: Students will demonstrate application of writing by constructing a paragraph to compare and contrast.
LO: Students will read, write, and speak using a paragraph structure.
1. SSR+
2. Good news
3. AOW #4
–Read and annotate the article for Connections only.
–Highlight textual evidence, Label and explain through annotation, Text to Text, Text to Self,Text to World.
4. Compare & Contrast
–Look at how the narrator describes the house in the first chapter and in the ninth chapter (“Meme Ortiz”). What words does the author use? How do the descriptions of the houses compare?
5. The House on Mango Street
-“Louie, His Cousin & His Other Cousin”
1. Where does Louie live and who are his cousins?
2. Why were people so interested in the yellow Cadillac?
3. Why doesn’t Esperanza focus on the theft as she tells the story? Why does she focus more on the car and the ride than on the fact that the cousin committed a crime?
-“Marin”
4. Who is Marin and why is she unable to leave her house?
5. Why do Esperanza and her friends admire her?
6. What words does the narrator use to give you a sense that Marin is not in control of her life?
7. What are your dreams and goals for the future? How do you plan to make your dreams and goals real?
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TUESDAY 9/27/16
CO: Students will demonstrate application of the conventions of standard English language and grammar.
LO: Students will read and write using a rubric and word sort.
1. SSR +
-Please have HOMEWORK on your desk to be stamped.
2. AOW #4:
-Revisit making connections
-Read and annotate for speaker & occasion
3. “Louie, His Cousin & His Other Cousin” & “Marin” discussion
-Review sentence construction (he lives v. he live)
-Share responses
4. Grammar
-Review adverbs and adjectives
–Need red and blue markers/pens/pencils
-Word SORT
5. Vocabulary Time
-Review directions
-Begin first assignment together
HOMEWORK: SSR Log Post Weeks 3-4 is due Oct.1st
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WEDNESDAY 9/28/16
CO: Students will demonstrate analysis of narrative text by examining themes.
LO: Students will read, write, and discuss using guiding questions.
1. SSR+
2. AOW #4:
-Read and annotate for audience & purpose
**Norms for AOW annotations**
3. Review word sort
-Adverbs and adjectives
-Adverbs: Manner (quickly, happily, silently)
Frequency (often, always, sometimes)
Time & Place (now, here, later)
-Post it note: create sentences using adjectives and adverbs correctly.
4. Vocabulary time
-Review directions
-Begin first assignment together
5. The House on Mango Street
–“Those Who Don’t”
1. How do outsiders view Esperanza’s neighborhood and how do the people who live in Esperanza’s neighborhood view it?
2. This chapter is a type of social commentary; Esperanza points out several things that reinforce prejudices and segregation. What does she point out? What does she say will make the fear go away?
3. What words does the narrator use to describe the trip into another neighborhood? How does this imagery reinforce the idea of segregation?
–“There Was an Old Woman She Had So Many Children She Didn’t Know What to Do”
4. Who is Rosa Vargas and why does she cry?
5. What does Esperanza say the Vargas children are lacking?
6. The title of this chapter is a reference to a nursery rhyme. How did the Old Woman in the shoes handle her children? How does Rosa handle hers?
HOMEWORK: SSR Log Post Weeks 3-4 due Oct. 1 on Google Classroom
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THURSDAY 9/29/16
CO: Students will demonstrate analysis of narrative text by examining themes.
LO: Students will read, write, and discuss using guiding questions.
1. SSR+
2. AOW #4:
-Read and annotate for subject and tone
**Norms for AOW annotations**
3. The House on Mango Street
-Have responses on desk to be stamped.
-Socratic Seminar
4. Noun/Adverb/Adjective Practice
HOMEWORK: SSR Log Post Weeks 3-4 due Oct. 1 on Google Classroom
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FRIDAY 9/30/16
CO: Students will demonstrate understanding of narrative text knowledge by explaining review answers.
LO: Students will read and speak using Jeopardy-style questions in a review.
1. AOW #4: Make sure you have annotated and labeled connections and SOAPSTone items.
-Respond to the following question: How does this article connect to The House on Mango Street? What is a common theme they share?
2. Book talks!
3. Pass back graded work
4. Portfolio sorting?
5. Review sheet for QUIZ on Monday
-Review game
HOMEWORK: SSR Log Post Weeks 3-4 due Oct. 1 on Google Classroom
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MONDAY 10/3/16
CO: Students will demonstrate application and understanding of narrative text by responding to quiz questions.
LO: Students will read and write using a quiz.
1. QUIZ
2. SSR+
3. AOW #5:
-Make connections
-I’ll model a think aloud
4. Grammar
-Notes–toolkit
-Application
5. The House on Mango Street
-Chapters 14, 15, & 16
-Read & write summaries.
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TUESDAY 10/4/16
CO: Students will demonstrate analysis of nouns by examining semantic, derivational, inflectional, and structural clues.
LO: Students will read and write using a text and rubric.
1. SSR+
2. AOW #5
-Student models annotating for speaker & occasion.
3. Grammar
-Noun Identification handout
4. The House on Mango Street
-Chapters 14, 15, & 16
-Read & write summaries.
5. Writing
-Create your own vignette (the type story Sandra Cisneros writes every chapter)
-Describe one of your fears or those of someone you know.
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WEDNESDAY 10/5/16
CO: Students will demonstrate analysis of nouns by examining semantic, derivational, inflectional, and structural clues.
LO: Students will read and write using a text and rubric.
1. SSR+
2. AOW #5
-Student models annotating for audience & purpose.
3. Grammar
-Noun Identification handout
4. Writing
-Describe one of your fears or those of someone you know.
-Peer editing norms.
-Typing new draft.
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THURSDAY 10/6/16
CO: Students will demonstrate analysis of narrative text by examining the development of theme.
LO: Students will read and write using a guiding question.
1. SSR+
**Please have vocabulary homework on your desk.
2. AOW #5
-Read and annotate text for subject and tone.
-Sentence stem: In the article about the Harry Potter book series, the author has a ______tone. This is clear because he ______________________.
3. The House on Mango Street
-Close reading
-Define theme
-Explore theme in “The Family of Little Feet,” “A Rice Sandwich,” “Chanclas,” and “Hips.”
4. Noun Identification
-Part III-End
HOMEWORK: SSR Log Post Weeks 5-6 due Oct.15th
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FRIDAY 10/7/16
CO: Students will demonstrate analysis of narrative text by examining the development of theme.
LO: Students will read and write using a guiding question.
1. Book talk(s)
2. AOW #5
-Review expectations for AOW
-Check annotations & complete sentence: The main idea of this article is____________.
3. The House on Mango Street
-Theme handouts
-Complete
-Respond to writing prompt.
4. Noun Packet
-Add to notes
-Complete packet
HOMEWORK: SSR Log Post Weeks 5-6 due Oct.15th
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MONDAY 10/10/16
CO: Students will demonstrate analysis of narrative text by inferring development of theme.
LO: Students will read and write using guided questions.
1. SSR+
2. Book talk from teacher
3. Good news share
4. AOW #6
5. Noun Packet
-Finish & hand in
6. Reading independently and responding to questions
HOMEWORK: SSR Log Post Weeks 5-6 due Oct.15th
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TUESDAY 10/11/16
CO: Students will demonstrate analysis of narrative text by inferring development of theme.
LO: Students will read and write using guided questions.
1. SSR+
2. AOW #6
3. Revisit first quiz from The House on Mango Street
4. Homework check
5. Reading
Ch.23 “Born Bad”
1. Explain the significance of the following quote. “You must keep writing. It will keep you free, and I said
yes, but at that time I didn’t know what she meant.”
2. Light is used as a metaphor in this chapter. What does it represent?
Ch.24 “Elenita, Cards, Palm, Water”
3. Esperanza is again searching for a home. What does she learn in this chapter? What could a “home in the
heart” symbolize? What is the difference between Esperanza’s question and Elenita’s answer?
4. Cisneros has a poetic style. She incorporates both vivid imagery and spare prose. She uses both to create a
picture of the narrator’s world. How does Esperanza describe Elenita’s home?
Ch.25 “Geraldo No Last Name”
5. Why does Geraldo die? What clues let you believe that his death did not have to happen?
6. Cisneros has a poetic style. She incorporates both vivid imagery and spare prose. She uses both to create a
picture of the narrator’s world. What role does the repetition in this chapter play in the development of
the theme?
Ch.26 “Edna’s Ruthie”
7. How are Ruthie and Esperanza alike?
8. Cisneros has a poetic style. She incorporates both vivid imagery and spare prose. She uses both to create a
picture of the narrator’s world. How does Esperanza describe Ruthie?
Ch.27 “The Earl of Tennessee”
9. What words does Esperanza use to describe Earl? How do these words help compare Earl to a cockroach?
10. What is the role of setting in this chapter? How is Earl like his setting?
Ch.28 “Sire”
11. Why does her curiosity about Sire make her feel as if “everything is holding its breath inside me?”
12. Several types of girls are mentioned in this chapter. What types? What words express the feelings of the
community about the types of girls?
HOMEWORK: SSR Log Post Weeks 5-6 due Oct.15th
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WEDNESDAY 10/12/16
CO: Students will demonstrate understanding and analysis of text by examining plot structure and figurative language.
LO: Students will read, listen, and write using a guiding structure.
1. SSR+
2. AOW #6:
-T2T (annotate) for subject and tone
3. Finish group share outs from yesterday (Jamal’s group shared, next up…)
4. More reading!
“Four Skinny Trees” pg.74
A. How might the trees in this chapter be a metaphor for Esperanza?
B. Write a description of a tree, giving it the characteristics you want to develop in yourself. Then draw a
picture of this tree.
“No Speak English” to “A House of my Own” pg.76
C. Identify 5 important plot elements in each chapter (vignette) & then write a statement of theme.
-See example:
Title: No Speak English
Exposition: The third floor front apartment across the street.
Rising Action: The fat woman arrives but does not speak English.
Climax: The baby starts to talk in English.
Falling Action: The sad woman cries.
Resolution: Mamacita tells her child not to speak English.
Statement of Theme: Immigrants have problems adjusting to their new lives.
-For the other chapters, do the same:
Title:
Exposition:
Rising Action:
Climax:
Resolution:
Statement of Theme:
**HOMEWORK: SSR Log Post for weeks 5-6 due Oct.15
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THURSDAY 10/13/16
CO: Students will demonstrate analysis of narrative text by examining character development.
LO: Students will read and write using prompted questions.
1. SSR+
2. AOW #6
-Check annotations & check your neighbor’s.
-Find and HIGHLIGHT your best annotation.
3. Review tree activity & plot information from yesterday.
4. Character analysis
**HOMEWORK: SSR Log Post for weeks 5-6 due Oct.15
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FRIDAY 10/14/16
HALF DAY
1st Period 7:20 – 8:00
2nd Period 8:05 – 8:30
3rd Period 8:35 – 9:00
4th Period 9:05 – 9:30
5th Period 9:35 – 10:00
6th Period 10:05 – 10:30
4th-6th= PEP RALLY**You must go to 4th hour because attendance will be taken.
Our Agenda:
1. Book talk(s)
2. Reflection:
Write responses on a piece of paper to turn in
A. What is one success you are having with respect to close reading skills (analysis, SOAPSTone)? How do you know it’s successful?
B. What is one challenge you are facing? What makes it a challenge?
-Mini sharing activity
-Hand in reflections and AOW #6 (summative pts.)
3. Character analysis of “Edna’s Ruthie” continued
**HOMEWORK: SSR Log Post Weeks 5-6 due Oct.15 on Google Classroom & finishing The House on Mango Street
–Be prepared on Monday to discuss–
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MONDAY 10/17/16
CO: Students will demonstrate analysis and creation by drafting an essay response.
LO: Students will write using an essay rubric and prompt.
1. SSR+
2. Good news share
3. Revisit/update norms
4. Essay writing
-break down prompt
-one sentence response
-conference with teacher as needed
-laptops available
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TUESDAY 10/18/16
CO: Students will demonstrate and analysis and creation by typing response.
LO: Students will write using the prompt number 8.
1. SSR+
2. Updated norms
3. Finish character analysis for “Edna’s Ruthie.”
-The 8-sentence paragraph must be typed using Google classroom.
-You must follow directions carefully to have MLA format.
4. Exam tomorrow
-Review The House on Mango Street–most important info.
-Noun identification
-Vocabulary words
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WEDNESDAY 10/19/16
CO: Students will demonstrate analysis and application of narrative text by constructing responses.
LO: Students will read, write, listen, and speak using essay questions.
1. Quick review
2. The House on Mango Street EXAM
3. Turn in “Edna’s Ruthie” packet
4. SSR+
5. Commas
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THURSDAY 10/20/16
CO: Students will demonstrate creation of an essay by drafting a response to the prompt.
LO: Students will read and write using the prompt and the rubric.
1. SSR+
2. Essay Prompt
-Create a thinking map as we brainstorm the prompt.
-Imitate the paragraph.
-Begin writing rough draft.
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FRIDAY 10/21/16
CO: Students will demonstrate creation of an essay by drafting a response to the prompt.
LO: Students will read and write using the prompt and the rubric.
1. Book talks
2. Essay Writing
-Complete essay response.
-Conference with Ms. Williams or Ms. Martin.
-Essay due Monday (hand-written).
Offer: Students who may be interested in volunteering next Tuesday, October 25th before conferences.
-Act as a server for a teacher mix it up dinner.
-Let me know if you are interested.
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MONDAY 10/24/16
CO: Students will demonstrate analysis of text by examining their own and an informational article.
LO: Students will read and write to create a list of nonfiction text signals as an anchor chart.
1. SSR+
2. Teacher book talk
3. Essay due
a. Spend about 10 minutes assessing your essay. Use a highlighter and the rubric to give yourself a score. Be honest and careful with your choices.
b. Submit your essay, thinking map, essay rubric, and any other components in the blue box.
4. AOW #8
-Read and T2T (annotate) for connections.
-See model example from teacher.
5. New Words sheet
6. TLRP explanation
-Target Language Refinement Plan
-Guidelines (take notes)
7. Nonfiction Texts
-“Curtis Aikens and the American Dream” by Dan Rather
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TUESDAY 10/25/16
CO: Students will demonstrate understanding and analysis of nonfiction text by summarizing and examining a story.
LO: Students will read and write using guidelines and questions.
1. SSR+
2. AOW #8
-Read again, find, and label which sentence(s) from the article BEST develops a central idea.
3. New Words sheet
-Share responses.
-Discuss & hand in.
4. “Curtis Aikens and the American Dream” by Dan Rather
-American Dream connection–what was Esperanza’s dream? Does every person have a dream? What is the American dream?
-Watch short video: https://ed.ted.com/on/jFG1L22o
-Reading nonfiction text strategy list
-Write a one-sentence summary for each paragraph. There are 29 paragraphs total! That means you’ll write 29 sentences.
-Questions 1-3 on page 316.
5. TLRP handout for your TOOLKIT
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WEDNESDAY 10/26/16
CO: Students will demonstrate understanding and analysis of nonfiction text by examining the structure of events.
LO: Students will read, write, and discuss nonfiction text and sentences using guidelines.
1. SSR+
2. AOW #8
-Read and consider the following:
And yet in most people’s experience, this is still the primary role of the high-street optometrist — the new name for an
ophthalmic optician, which most people, including Patel, are still catching up with. Only those whose sight has failed can truly
understand, however, what one stands to lose for lack of an eye test. “If you couldn’t see tomorrow,” asks Patel, “how would you
drive? How would you read? How would you see people you were close to? How would you watch your favourite TV programme? How would
you cook your meals? How would you find your bathroom? Everyone appreciates it, but probably not on a daily basis.”
**What conclusions can be drawn from the selection above? Record your answer.
3. “Curtis Aikens and the American Dream” Homework
-Have your summary on your desk to be stamped.
-Double check your sentences for subject-verb agreement.
-Discuss text.
4. Reading nonfiction text strategy list
5. TLRP handout for your TOOLKIT
-Meet with groups and discuss ideas.
-Clarify any questions/concerns.
-Share out with class.
6. Sentence Constituents Sheet
-Sentence creation.
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THURSDAY 10/27/16
CO: Students will demonstrate creation of complicated sentences by writing with certain parts.
LO: Students will read and write using sentence components, a thinking map, and guided questions.
1. SSR+
2. AOW #8
3. Sentence Constituents Sheet
-Check answers.
-Sentence creation.
4. Nonfiction Text Anchor Chart
-Review what to look for with a nonfiction text.
-What does sequence mean?
5. Revisit “Curtis Aikens and the American Dream” text
-Create a cause and effect thinking map.
-The center box will be, “Curtis learns to read and write.”
-In as many boxes as you need before, record information about what Curtis did without those skills.
-Then, in as many boxes as you need after, record information about what Curtis did with those skills.
6. Read essay, “Go For It,” by Earvin “Magic” Johnson
-Use these questions to guide your reading:
1. Look at the photo and caption on page 135. How do they help you understand what the main idea of the selection might be?
2. Find and record two sentences that show some of the author’s beliefs. What question could you ask about the author or his opinion?
3. Look at the photo and the caption on page 137. What information do they provide? Why is a photo a good way to show this information?
4. Do you agree that you should not spend time with people who have no dreams for their life? Why or why not?
5. Find and record a sentence that you find confusing or that you think others may find confusing. Ask a question about the author to help you understand his opinion or belief.
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MONDAY 10/31/16
CO: Students will demonstrate application of summary and grammar rules by simplifying information, correcting and trying out proper apostrophe use.
LO: Students will read, write, and discuss using a 4-corner activity, summary writing, and an advice response.
Happy Halloween!
1. SSR+
2. Good news share & turn in AOW #8
3. AOW #9
-read and annotate for speaker, occasion, audience
-reminder of SSR log weeks 9-10 available now
4. 4-corners activity
Question 1: How important is continuing one’s education after high school?
Question 2: What type of degree do you think makes the most money?
-Return to seats and read page 317 in textbook, then discuss reactions.
5. Examine page 318 before reading “Go For It!” by Earvin “Magic” Johnson
-read the text and write a summary for each paragraph (I’ll show you how to number it)
-discuss
-review and practice apostrophes to show possession
6. Now, write your own response to give new students at Fordson help. You are writing to newcomers at Fordson and giving them advice. We will create a model from Magic Johnson’s essay. Students will highlight any possessive apostrophes in their essays.
**Finished? We may have time to finish watching Hocus Pocus.
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TUESDAY 11/1/16
CO: Students will demonstrate creation of an advice essay by drafting advice to newcomers using a mentor text.
LO: Students will read and write using a model essay to guide them.
1. SSR+
-Have your homework on your desk for the teacher to collect (summary sentences)
2. AOW #9
-read and annotate for purpose, subject, and tone
-teacher shares example of audience from yesterday
3. Apostrophe practice to show possession
-Review chart on page 324.
-Complete 1-5 and 6-10 hand-written on a separate piece of paper.
-Check as a class.
4. Advice writing
-You are going to give advice to newcomers at Fordson. Newcomers are students who are at Fordson High School for the first time and are in the United States for the first time.
-What advice would you give them (think about your first day, week, month at Fordson)?
-You should write 6 short paragraphs to imitate Magic Johnson’s essay.
-1st paragraph: I would have…
Describe what happens when you first begin at Fordson and how to manage it.
-2nd paragraph: Describe what students need to succeed as a newcomer.
Repeat your point in several different ways.
-3rd paragraph: Emphasize your point in one strong sentence.
-4th paragraph: Share with newcomers how they should set goals and who/what to avoid.
-5th paragraph: Be honest. Remind them what will help when times get tough.
-6th paragraph: 4 sentences to end your essay about how to succeed at Fordson.
When your draft is finished, you must type your response on Google Classroom using MLA forrmat & submit.
**HOMEWORK: SSR Log Post Weeks 9-10 due November 12th
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WEDNESDAY 11/2/16
CO: Students will demonstrate creation of an essay by drafting an advice essay.
LO: Students will write using the mentor text and guidelines for each paragraph.
1. SSR+
2. AOW #9
-Read and check for SOAPSTone again.
-Analyzing SOAPSTone helps us understand the meaning of a text. We use the same ideas when we write ourselves.
-SAT question
1) Which option accurately states the relationship between two of the article’s central ideas?
A) The term “middle class” is defined differently in different countries; for example, some countries define class by income while others define it by job or social status.
B) Statistics show that the middle class in wealthy countries is shrinking while the middle class in other countries is growing; however, this does not take into account differences in how those countries define “middle class.”
C) The population considered “middle class” in the United States is shrinking; this is because of the global recession and the interference of political campaigns in the economy.
D) The population considered “middle class” is an important factor in the global economy; therefore, the factors deciding who is part of the middle class are strictly regulated and defined to ensure consistency from country to country.
3. Advice writing
-Type your response on Google Classroom
-Here are the directions from yesterday:
-You are going to give advice to newcomers at Fordson. Newcomers are students who are at Fordson High School for the first time and are in the United States for the first time.
-What advice would you give them (think about your first day, week, month at Fordson)?
-You should write 6 short paragraphs to imitate Magic Johnson’s essay.
-1st paragraph: I would have…
Describe what happens when you first begin at Fordson and how to manage it.
-2nd paragraph: Describe what students need to succeed as a newcomer.
Repeat your point in several different ways.
-3rd paragraph: Emphasize your point in one strong sentence.
-4th paragraph: Share with newcomers how they should set goals and who/what to avoid.
-5th paragraph: Be honest. Remind them what will help when times get tough.
-6th paragraph: 4 sentences to end your essay about how to succeed at Fordson.
When your draft is finished, you must type your response on Google Classroom using MLA forrmat & submit.
4. The House on Mango Street essays
-Read and respond to feedback from teacher
-Read through your comments, look at the rubric, and finally your score. On a separate piece of paper, tell Ms. Martin and Ms. Williams what you are going to do to improve your essay. Think about the order in which you will do things and how you will do them.
ASSEMBLY at 9:30 in auditorium
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THURSDAY 11/3/16
CO: Students will demonstrate creation of a revised essay by drafting a precise claim and creating an organization that establishes clear relationships among claim, reasons, and evidence.
LO: Students will write using a revising activity and modeling guidelines from the teacher.
- SSR+
- AOW #9
Question: Which of the following topics is emphasized by the article but NOT by either one of the charts?
A) the cultural and economic differences in how countries define “middle class”
B) the rising percentage of the worldwide population considered “middle class”
C) the relative stability of the population considered “middle class” in South America
D) the growing economies and “middle classes” of countries like China and India
3. Return graded The House on Mango Street essays
-Read and respond to feedback from teacher
-Read through your comments, look at the rubric, and finally your score. On a separate piece of paper, tell Ms. Martin and Ms. Williams what you are going to do to improve your essay. Think about the order in which you will do things and how you will do them.
4. Apostrophe rules revisited (as a whole class)
–Read the following sentences from your essays on The House on Mango Street. Correct any apostrophe mistakes. Add apostrophes as needed and remember that some sentences do not need any apostrophes.
- The author, Sandra Cisneros, introduces Esperanza to the reader.
- It still plays a role in Esperanzas coming-of-age story.
- Esperanzas growing up in the house on Mango Street.
- Esperanza pivotal moment was when she got her first job.
- Esperanza feels like she needs to get a job to help her family.
YOUR JOB: Now, find sentences in your essay that need corrections to the apostrophe use. Your next draft should have no apostrophe mistakes.
5. Teacher modeled rewrite of a paragraph:
A student’s introduction: In The House on Mango Street, the author is Sandra Cisneros introduces Esperanza to the reader. Throughout the story Esperanza lived in a placed called the house on Mango Street. Esperanza wanted to get a job because she didn’t want to end up becoming bad in school. A pivotal moment of the story occurs in, “The First Job.” This moment is significant because Esperanza wanted a job to work at so she could make money.
—Remember that the prompt asks you to write about a pivotal moment in Esperanza’s life that affected her coming-of-age. That means an event or a moment that CHANGED her from a child to an adult. It could change her thinking, her feelings, her responsibility, or even her physically. Your introduction must include information about the coming-of-age theme.
6. TOGETHER, rewrite the following paragraph:
A student’s introduction: In The House on Mango Street, the author, Sandra Cisneros introduces Esperanza to the reader. Throughout the story, the reader sees Esperanza growing up in the house on Mango Street. Despite the house being old, shabby, and too small, it still plays a role in Esperanza’s coming-of-age. A pivotal moment of the story occures in the The First Job when she gets her first kiss and this moment is important to her because she need to be more careful when she meet new people.
7. Begin your essay revisions. Start with the introduction.
____________________________________________________________________
FRIDAY 11/4/16
CO: Students will demonstrate creation of writing by revising and editing a first argument draft.
LO: Students will write using a rubric, the feedback from the teacher and revisited guidelines.
- Book talks
- AOW #9 (answer question & turn in)
Q: The chart “Moving Up” shows that the percentage of the world’s population in every income group EXCEPT “Poor” rose from 2001 to 2011.
Based on the article, what is the explanation for this detail?
A) People who were considered “High Income” shared their wealth with the rest of the population so that people considered “Poor” became “Low Income.”
B) Countries began improving their economies shortly after the recession of 2008, improving people’s chances of moving out of the percentage of “Poor.”
C) People who were considered “Poor” moved to other countries where their incomes qualified them to be considered “Middle-Income.”
D) Countries with emerging economies that likely had higher percentages of “Poor” populations now have quickly developing middle classes.
3. Library Orientation
-Exit ticket
4. Essay Revision
-Everyone must rewrite. No essay was perfect.
-Ms. Martin created the directions and graded the essays, but Ms. Williams will help guide you through revisions.
-Your revision must be typed on Google Classroom.
-Ms. Williams will tell you the due date for your revision.
5. Your other option is to work on your SSR Log Post that is due by Saturday, November 12.
______________________________________________________________________
MONDAY 11/7/17
CO: Students will demonstrate creation of precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, & setting by writing a descriptive paragraph.
LO: Students will write a paragraph using specific guidelines.
- SSR+
- Good news share/reminder of SSR Log Post due on Saturday
- AOW #10
-Read and annotate/T2T for speaker & occasion.
4. pg.326 Workplace workshop
–review restaurant industry roles, write a business memo
-then, write a descriptive paragraph about your favorite restaurant (this must use the 5 senses)
5. “Superman and Me” by Sherman Alexie
-preview vocabulary on pg.328
-read about Sherman Alexie on pg 330.
-Watch Sherman Alexie speak https://www.youtube.com/watch?v=ze8uYk_QcEw
—Read and annotate text
__________________________________________________________________________
WEDNESDAY 11/9/16
No moving seats.
- Students start with SSR for 10 minutes. We normally have to wait for announcements but students should still be quiet and have their books on their table. This groups is pretty chatty and you will have to remind them that they need to be silent during announcements.
- Students will then work on AOW #10 for about 10 minutes. Students should annotate for ‘Audience and Purpose’
- Students should complete the noun activity and bring back with them tomorrow.
- Students will then get their Edge textbooks and read ‘A Smart Cookie’ and ‘It’s our Story’ on page 338-344. They should write a sentence summary for each paragraph and complete the questions on page 344. They should have 20 sentences. This is all due at the end of the hour, no late work will be accepted tomorrow.
____________________________________
Thursday 11/10/16
- Guest Speaker
- SSR+
- Review from the week
___________________________________
Friday 11/11/16
- Book Talk
- AOW #10
- Annotate for subject and Tone
- Go over ‘Superman and Me’ Questions
- Watch Sherman Alexie speak
- Count vs. Non-count nouns
- Prep to write a case study pg 347
- TLRP
______________________________________________________________________
MONDAY 11/14/16
WEEK 11
CO: Students will demonstrate application of writing informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content by writing a research report plan.
LO: Students will listen carefully to RadioLab podcast using a double-entry journal.
- SSR+
- Good news
- TOOLKIT QUIZ: Students may use notes from Friday to help with the quiz.
- AOW #11: Read & annotate for speaker & occasion. That means you find evidence in the article that gives you information about who wrote the article and what prompted them to write the article. Explain what you find in the margins.
- LISTENING to RadioLab
-Create your own double-entry journal using the guidelines on the half sheet of paper you have.
-Discuss the podcast after. Do you agree or disagree with what was said? Use complete sentences to share your thoughts.
6. Speech & Written Report directions
-Begin brainstorming and research process today.
**TLRP due by end of the month & SSR Log Post Weeks 11-12 due 11/26
__________________________________________________
Tuesday 11/15/16
CO: Students will demonstrate application of writing informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content by writing a research report plan.
LO: Students will listen carefully to RadioLab podcast using a double-entry journal.
- SSR+
- AOW #11
- Annotate for Audience and Purpose. That means you find evidence in the article that gives you information about who wrote the article and what prompted them to write the article. Explain what you find in the margins.
- Continue listening to podcast and taking notes
- We will go over how to complete our Double Entry Journal
- -Discuss the podcast after. Do you agree or disagree with what was said? Use complete sentences to share your thoughts.
- Speech & Written Report directions-Begin brainstorming and research process today.- Everyone must have a different invention and confirm with me before you leave.
- Learning how to write a citation for the resources that we find for our project. You must have 3-5
**TRLP Due by the end of the month & SSR Log Posts weeks 11-12 due 11/26
_____________________________________________
Wednesday 11/16/16
CO: Students will gather relevant information from multiple authoritative print and digital sources, for the purposes of completing a research paper and presentation.
LO: Students will read and record information from the sources that they find for their research project.
- SSR +
- AOW #11
- Annotate for Subject and Tone
- How do we cite our sources?
- Remember that we need 3-5 sources for this project. One needs to be a book.
- Work on researching our topics and starting the writing process
- How do we write paragraphs?
_______________________________________
Thursday 11/17/17
CO: Students will gather relevant information from multiple authoritative print and digital sources, for the purposes of completing a research paper and presentation.
LO: Students will read and record information from the sources that they find for their research project.
- SSR
- AOW #11
- Look over your article to make sure that you have all SOAPSTone components
- Make at least 3 connections
- How do we write a paragraph?
- Writing our paper
- This is due tomorrow
- Your draft is due today
- Work on your speeches, which we will present on Monday
_____________________________________________
Friday 11/18/16
CO: Students will gather relevant information from multiple authoritative print and digital sources, for the purposes of completing a research paper and presentation.
LO: Students will read and record information from the sources that they find for their research project.
- Book Talks!!
- Everyone’s first draft is due by the end of class. A first draft is just that — a first try. I will look over your writing, tell you what you need to work on and then you begin your final draft, which is the part of your paper that will be due by Sunday evening.
- We will present our research on Tuesday. Look over the rubric to see what you need for this
- We will go over how to complete a Works Cited page.
___________________________________________________________________
MONDAY 11/21/16
CO: Students will present information, findings, and supporting evidence clearly, such that listeners can follow the line of reasoning and the organization.
LO: Student will use audio software to practice their speeches before their presentations tomorrow.
- SSR+
- Good News Share!!!
- Create the draft your speeches
- Make sure that you have subject-verb agreement
- I have to stamp your draft before you leave.
- Record your speeches
- We will present tomorrow!!
RECORD YOUR SPEECH HERE:
- Remember to check that you headphones/microphone are working properly. On your laptop search microphone, and use the test box to set up the sound/volume.
- Click record on the link below when you are ready.
- https://www.speakpipe.com/voice-recorder?rf=https%3A%2F%2Fwww.speakpipe.com%2Fvoice-recorder
After recording, listen to your speech, and then email it to martinj1@dearbornschools.org AND anndreaw@umich.edu
-Make sure your first and last name are included in your email!
______________________________________
TUESDAY 11/22/16
CO: Students will demonstrate command of the conventions of standard English grammar and usage when speaking.
LO: Students will orally present their findings from their research projects to the class
- SSR +
- Presentations!!
- -check in for TLRP–how is it going? What help do you need? We will have our first post due November 30th
- Happy Thanksgiving !!!
__________________________________________________________________________
MONDAY 11/28/16
CO: Students will demonstrate application of noun signal rules by creating a thinking map.
LO: Students will write using a diagram to demonstrate noun signals.
- SSR+
- Good news share/updates
-Card marking 2 ends this Friday
-quick reflection on speeches
-anonymous survey
3. AOW #13
-Follow annotation directions carefully
4. Review structure words that signal nouns (articles, demonstratives, quantifiers)
—We will create a thinking map together to show which signal words go with what types of nouns (reminder of count v. noncount)
-discovery activity 9 pg.65 (much/many practice)
5. Intro to FEAR unit in Edge book:
-listen to the poem https://www.poemhunter.com/poems/fear/page-1/32186/
https://www.youtube.com/watch?v=OHNMCQAfB6g
-students share reactions from only listening. Sts. paraphrase the poem.
-then hand out poem, have students analyze
PARAPHRASE: Translate the poem line by line on the paper.
CONNOTATION: Look for meaning beyond the literal. What figurative language is used?
-are there words repeated? (repetition)
-are there similes or metaphors?
-is there personification?
On the back—What do you think the author is doing with the figurative language choices?
_________________________________________
11/29/16
CO: Students will use the poem Fear by Sara Teasdale to create their own poem
LO: Students will write a poem.
- SSR
- AOW #13
- Audience and Purpose
- Poem Imitation
- What does it mean to imitate?
- Go over vocabulary for this unit
- Plot Structure Diagram
- Begin reading the Interlopers on page 399 of our Edge textbooks
- 42 sentence summary will be due tomorrow.
- If everyone is not on task it will be due today
________________________________
11/30/16
- SSR +
- AOW #13
- Annotate for Subject and Tone
- Have your homework on your desk to be stamped.
- Create a plot diagram using the notes from the homework
- Pronouns and their functions
________________________________________
Thursday 12/1/16
- SSR
- AOW #13
- DIRECTIONS: You have 12 minutes to draft your response to the article of the week. Please use the following structure.Introduction: First sentence introduces the title of the article or video along with the author/speaker/director. Include the other necessary elements of SOAPSTone in one sentence. Finally, write the author/speaker/director’s position.Body: Discuss how you feel about the topic/subject of the article/video and relate it to your experience or prior knowledge. (Here, you can rely on personal experience or prior knowledge to elaborate).Conclusion: Explain how what you have viewed or read has changed your perspective, or explain how it reinforces your opinion.
- Subject Pronouns Review
- Object Pronouns
- How did our first TLRP Response go?
- Pronoun Project
____________________________
Friday 12/2/16
- Book Talks
- AOW # 13 All four sentences from the article below help illustrate that the U.S. opposed Castro’s leadership in Cuba.Which sentence from the article BEST shows this idea
- In 1961, during the Bay of Pigs invasion, the United States’ Central Intelligence Agency (CIA) tried and failed to overthrow the Castro government.
- The United States opposed communism and embraced capitalism, where the government and business remain separate
- As Castro became aligned with the USSR and communism, Washington began working to get him out of power by cutting the United States’ purchases of sugar, the island’s economic mainstay.
-
The American government put into place a block on trade. It banned nearly all U.S. products going to the island except for food and medicine, and it cut its government dealings with Cuba on January 3, 1961.
- Begin reading The Tell-Tale Heart on page 449
- Look over the ways that writers try to build suspense in their stories and summarize every 2 paragraphs. You should have 14 sentences
______________________________________
Monday 12/5/16
- SSR
- Good news share!!!
- AOW #14
- Read and annotate for speaker and occasion
- Following Directions
- Handout
- Reflection
- Role Play?!!?
- Preparing for presentations
- We will have a 10 minute break in order to give you time to prepare for your presentation of your pronoun PowerPoint from last week.
- Presentations
_________________________________________________
Tuesday 12/6/16
CO: Students will demonstrate application and creation of pronoun rules by explaining presentations.
LO: Students will listen carefully to classmates’ presentations and record pronoun notes using a thinking map.
- Review Auditorium Rules.
- New Seats!!
- SSR +
- AOW #14
-Annotate for speaker & occasion
- Finish Presentations from yesterday
- How can we turn what we learned into a thinking map?
- Pronoun Practice–will be tomorrow (Wednesday)
__________________________________________________________________________
WEDNESDAY 12/7/16
CO: Students will demonstrate understanding and analysis of informational text by drafting summaries and responses to questions.
LO: Students will read and write using summary guidelines and correct pronouns.
- SSR+
- AOW #14
-Read & annotate for occasion & purpose.
-Be prepared to share responses.
3. Pronoun Practice
-Revisit thinking map from yesterday (make any corrections/clarifications)
-Pronoun practice sheet
-Check answers on board
4. “Interview with the King of Terror”
-Add vocabulary words to our notes: terror, suspense, obvious, grant, feud, boundary, release
-Groups for reading the interview & writing summaries. Each person needs their OWN paper.
Group 1: Ali F., Mohamad H., Hendh A., Aisha A., Ahmad H.
[Read paragraphs 1-2]
Group 2: Addulrahman S., Sorour S., Isalah A., Hagar A., Abdelrahman A.
[Read paragraphs 3-4]
Group 3: Hassan S., Kassim E., Rim M., Hanaa Z., Moshtok A.
[Read paragraphs 5-6]
Group 4: Omar E., Jamal A., Elaf A., Faisal A., Aliaa A.
[Read paragraphs 7-8]
Group 5: Qasim S., Tasneem M., Munassar S., Mustafa S., Kholah S.
[Read paragraphs 9-10]
-Be prepared to share!
5. Questions for interview
-So, on the same paper you wrote your summary, answer questions 1-5 on page 415.
6. LAST TASK!
-Write a paragraph (5-8 sentences)
1) think of a scary movie you’ve seen
2) write about how the writer created terror in the movie
3) use 3 vocabulary words, pronouns correctly, and proper SVA
_______________________________________________________________________________
THURSDAY 12/8/16
CO: Students will demonstrate creation of paragraph writing by drafting a response about terror.
LO: Students will write using the guidelines.
- SSR+
- AOW #14 (purpose & subject)
- Groups from summaries
-3 min to choose one person to share the summary (we will share in order)
-on your OWN paper, working alone, answer questions 1-5 on page 415
-Write a paragraph (5-8 sentences)
1) think of a scary movie you’ve seen
2) write about how the writer created terror in the movie
3) use 3 vocabulary words, pronouns correctly, and proper SVA
4. Pronoun sentences
-Create 40 sentences for each type of pronoun on your thinking map.
subject
- I
- you
- he
- she
- it
- we
- they
- you pl.
object
- me
- you
- him
- her
- it
- us
- them
- you pl.
reflexive
- myself
- yourself
- himself
- herself
- itself
- ourselves
- themselves
- yourselves
intensive–the sentence makes sense without this word
- myself
- yourself
- himself
- herself
- itself
- ourselves
- themselves
- yourselves
possessive
- mine
- yours
- his
- hers
- its
- ours
- theirs
- yours pl.
__________________________________________________________________________
TUESDAY 12/13/16
CO: Students will demonstrate understanding and application of narrative text by identifying and explaining plot structure and determining word meaning.
LO: Students will listen, speak, and write using a station rotation with guidelines for each station.
- SSR+
- AOW #15
- Google Classroom reminder of how to use and when
- Return work–pronoun sentences focus
- STATIONS
-vocabulary
-pronoun practice
-TLRP
-reading assessment
-Review of “The Interlopers” and “An Interview with the King of Terror”
_________________________________________________________________________
WEDNESDAY 12/14/16
CO: Students will demonstrate understanding and analysis of texts by making connections and responding to questions.
LO: Students will read and write using guiding/multiple choice questions.
- SSR+
- AOW #15
- Station Rotation–complete from yesterday
- Checking work
- The Raven by Edgar Allan Poe
-TPCASTT
**SSR Log post weeks 15-16 due 12/24
_________________________________________________________________________
THURSDAY 12/15/16
CO: Students will demonstrate understanding and analysis of texts by making connections and responding to questions.
LO: Students will read and write using guiding/multiple choice questions.
- SSR+
- QUIZ
- AOW #15
- The Raven by Edgar Allan Poe
-TPCASTT
-Memorizing
**SSR Log post weeks 15-16 due 12/24
_________________________________________________________________________
FRIDAY 12/16/16
CO: Students will demonstrate understanding and analysis of texts by making connections and responding to questions.
LO: Students will read and write using guiding/multiple choice questions.
- Book talks
- AOW #15 & written response
- The Raven by Edgar Allan Poe
-TPCASTT continued
-Memorizing
4. Battleship
**SSR Log post weeks 15-16 due 12/24
__________________________________________________________________________
MONDAY 12/19/16–Week 16
CO: Students will demonstrate analysis of a poem by examining author’s craft.
LO: Students will read and record information about the poem using TPCASTT format.
- SSR+
- The Raven by Edgar Allan Poe
-TPCASTT continued
-Memorize your stanza for Tuesday’s class 🙂
3. Impromptu Essay
**SSR Log post weeks 15-16 due 12/24
__________________________________________________________________________
TUESDAY 12/20/16–Week 16
CO: Students will demonstrate analysis of own writing by examining revision components.
LO: Students will read their own writing and make revisions using a station rotation.
- SSR+
- The Raven by Edgar Allan Poe reciting
- Peer editing of essay
-Station rotation:
1) Spelling
2) Subject/verb agreement
3) Paragraph unity
4) Capitalization rules
5) Meet with teacher
6) Punctuation
4. Rewrite and hand in your essay
5. Verbs!
__________________________________________________________________________
WEDNESDAY 12/21/16–Week 16
CO: Students will demonstrate analysis of own writing by examining revision components.
LO: Students will read their own writing and make revisions using a station rotation.
- SSR+
- Type your new & improved essay (on Google classroom)
- Verbs
_____________________________________________________________
THURSDAY 12/22/16–Week 16
CO: Students will demonstrate application of verb rules by responding to questions.
LO: Students will read and write using a thinking map.
- SSR+
- Verbs!
- SSR Log Post Weeks 15-16
__________________________________________________________________________
MONDAY 1/9/17–Week 17
CO: Students will demonstrate application of knowledge of appeals by determining types of appeals in advertisements and other forms.
LO: Students will read and use process of elimination to find specific appeals on a worksheet.
- Announcements/video update
- SSR+
- Good news
- AOW #17–summative!
- 4-corners: How much does advertising influence you?
- Homework share–what commercials did you see? What can you infer from that information? Who was the target audience?
- Packet: ethos, pathos, & logos
- TLRP reminder
____________________________________________________________________________
TUESDAY 1/10/17–Week 17
CO: Students will demonstrate understanding and application of appeals by developing their own examples.
LO: Students will read and write using models of ethos and pathos appeals.
- SSR+
- AOW #17: speaker & occasion
- Homework review: ETHOS
-work with group to generate 3 best sentences
-gallery walk–on your post it:
-You will use one post it for each table.
-You will write:
1) How this group used ethos (give opinion)
2) How this group used ethos (give opinion)
3) How this group used ethos (give opinion)
4. Apply to PATHOS task
5. Vocabulary words (on page 494)
-create Frayer model for each word
The Frayer model has 4 sides:
-Definition (in your own words)
-Word used in a sentence
-Synonyms
-Part of speech
____________________________________________________________________________
WEDNESDAY 1/11/17–Week 17
CO: Students will demonstrate understanding and application of appeals by developing their own examples.
LO: Students will read and write using models of ethos and pathos appeals.
- SSR+
- AOW #17: audience & purpose
- Homework review: PATHOS
- Vocabulary words (on page 494) due
- Video: Art & Copy
-active viewing
___________________________________________________________________________
THURSDAY 1/12/17–Week 17
CO: Students will demonstrate understanding and application of appeals by developing their own examples.
LO: Students will read and write using models of ethos and pathos appeals.
- SSR+
- AOW #17: review yesterday & do subject/tone
- Homework review: LOGOS
–Packet work
4. Finish film: Art & Copy
5. Reading poem by Alice Walker
**SSR Log Post Weeks 17-18 due by January 21st
___________________________________________________________________________
FRIDAY 1/13/17–Week 17
CO: Students will demonstrate understanding and application of appeals by developing their own examples.
LO: Students will read and write using models of ethos and pathos appeals.
- Book talks
- AOW #17: SUMMATIVE due today
- Homework review
- Practice test
- Reading poem by Alice Walker
**SSR Log Post Weeks 17-18 due by January 21st
___________________________________________________________________________
TUESDAY 1/17/17–Week 18
CO: Students will demonstrate understanding and application of appeals by developing their own examples.
LO: Students will read and write using models of ethos and pathos appeals.
- SSR+
- No AOW this week
- Reading poem by Alice Walker
- Advertising Essay
**SSR Log Post Weeks 17-18 due by January 21st
___________________________________________________________________________
WEDNESDAY 1/18/17–Week 18
CO: Students will demonstrate analysis of advertisement by examining use of appeals.
LO: Students will read and write using models of ethos and pathos appeals.
- SSR+
- No AOW this week
- TPCASTT poem by Alice Walker
—-Homework check
—-Complete TPCASTT
4. Vocab. Review & Grammar review
**SSR Log Post Weeks 17-18 due by January 21st
___________________________________________________________________________
FRIDAY 1/20/17–Week 18
CO: Students will demonstrate analysis of advertisements by examining appeals.
LO: Students will read and write using guidelines.
- Book talks
- Vocab. Review
- Vocab. QUIZ
- Ad Analysis
**SSR Log Post Weeks 17-18 due by January 21st
__________________________________________________________________________
TUESDAY 1/24/17–Week 19
CO: Students will demonstrate application of job interview responses by constructing responses.
LO: Students will speak in complete sentences using sentence stems.
- Resume–did you submit?
- Job application practice
- Interview questions: practice
- Study guide for our final
- Wednesday we will practice review & Thursday we will take the exam
__________________________________________________________________________
MONDAY 1/30/17–Week 20
- Attendance/schedule issues
- Introduction
- PBIS is starting “fresh”-Tardy sheet explanation-Tardy incentives
-Classroom norm creation
__________________________________________________________
TUESDAY 1/31/17–Week 20
CO: Students will demonstrate understanding of rules and expectations by creating classroom norms.
LO: Students will discuss and write using a thinking map and guidelines.
1.Assigned seats
2.Positive Behaviorial Interventions & Supports PBIS and its connection to CLASSROOM NORMS
3.Portfolio update (new students need a folder)
–Recycle unnecessary items & keep toolkit items, essays, any valuable work
–Make sure your folder is grouped by table name
4.Syllabus
–Read and annotate and ask questions
–Have syllabus signed by Friday (10 formative points)
–EXTRA CREDIT: box of tissues with proper MLA heading and your current favorite book
5.6-word memoir activity
6. SSR Guidelines
____________________________________________________________________________
WEDNESDAY 2/1/17–Week 20
CO: Students will demonstrate analysis of informational text by examining/commenting with T2T.
LO: Students will listen and create a thinking map to show semicolon use.
- SSR+
- Annotation pre-test (CERA)
REMINDERS:
-Signed syllabus due Friday
-Extra credit tissue box due by next Friday
____________________________________________________________________________
THURSDAY 2/2/17–Week 20
CO: Students will demonstrate understanding and application of adjective use by selecting correct responses.
LO: Students will read and speak in complete sentences to share a plan.
- Adjective notes & practice
- The Most Dangerous Game introduction
REMINDERS:
-Signed syllabus due Friday
-Extra credit tissue box due by next Friday
___________________________________________________________________
FRIDAY 2/3/17–Week 20
CO: Students will demonstrate analysis of narrative text by examining mood.
LO: Students will read and write using a triple entry journal.
- Article
- Vocabulary assignment
- Reading “The Most Dangerous Game”
REMINDERS:
-Extra credit tissue box due by next Friday
-SSR Log due Feb.28
__________________________________________________________________________
MONDAY 2/6/17–Week 21
CO: Students will demonstrate analysis and understanding of narrative text by examining mood.
LO: Students will read and write using a triple-entry journal.
- SSR+
- Good news/updates
- Lion article = AOW #21
- Reading “The Most Dangerous Game”
REMINDERS:
-Extra credit tissue box due by next Friday
-SSR Log due Feb.28
__________________________________________________________________________
TUESDAY 2/7/17–Week 21
CO: Students will demonstrate analysis and understanding of narrative text by examining explicit and implicit meaning.
LO: Students will read and write using a triple-entry journal.
- SSR+ AND HOMEWORK CHECK (please have it on your desk)
- AOW #21
- Review adjectives and the comparative/superlative forms
-assignment returned
-QUIZ on Wednesday!
4. Reading “The Most Dangerous Game”
REMINDERS:
-VOCABULARY PROJECT due WEDNESDAY
-Extra credit tissue box due by next Friday
-SSR Log due Feb.28
____________________________________________________________________________
WEDNESDAY 2/8/17–Week 21
CO:
LO:
- SSR+
- AOW #21
- Vocabulary projects due!
- ADJECTIVE QUIZ
- “The Most Dangerous Game” finish reading
REMINDERS:
-Extra credit tissue box due by Friday
-SSR Log due Feb.28
_________________________________________________________________________________
- Students will finish reading “The Most Dangerous Game” pg. 19 in the green textbook found on the tables.
- As they are reading, they are completing a triple entry journal. They will need to draw their own after they use the first page I already gave them. Tell students they need an entry for each page. This means pages 19-36, each page has a summary, an interpretation, and any added annotations.
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MONDAY 2/13/17–Week 22
CO: Students will demonstrate analysis of text by examining text components and author’s choice.
LO: Students will write and speak using questions generated by them.
- SSR/Book talks
- Good news/updates
- NEW vocabulary assignments (every 2 weeks)
- Check-in/discuss “The Most Dangerous Game”
- Prepare for socratic circle discussion
- Teacher check-in
REMINDERS:
-SSR Log for February due by the 28th on Google Classroom
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TUESDAY 2/14/17–Week 22
CO: Students will demonstrate analysis of a short story by drafting questions.
LO: Students will write socratic circle questions using models.
- SSR
- AOW #22: Read/annotate for speaker & occasion
- “The Most Dangerous Game” check in
- Elements of short story (notes)
- Prepare for socratic circle
- Guidelines
- Watch example
REMINDERS:
-SSR Log for February due by the 28th on Google Classroom
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WEDNESDAY 2/15/17–Week 22
CO: Students will demonstrate analysis of a short story by drafting questions.
LO: Students will write socratic circle questions using models.
- SSR
- AOW #22: Read/annotate for speaker & occasion
- SOCRATIC CIRCLE
- REMINDERS:
-SSR Log for February due by the 28th on Google Classroom
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THURSDAY 2/16/17–Week 22
CO: Students will demonstrate analysis of a poem by examining components.
LO: Students will read and speak using the TPCASTT guidelines.
- SSR
- AOW #22: Read/annotate for subject & tone
- Debrief/reflect on socratic circle
- Casey at the Bat poem analysis
- Discussion of theme
REMINDERS:
-SSR Log Post due February 28th by 11:59 PM
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FRIDAY 2/17/17–Week 22
CO: Students will demonstrate analysis of a poem by examining components.
LO: Students will read and speak using the TPCASTT guidelines
- AOW #22 DUE
- Casey at the Bat analysis continued
- Discuss theme
REMINDERS:
-SSR Log Post due February 28th by 11:59 PM
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MONDAY 2/27/17–Week 23
SUB TODAY
-Read “The Scarlet Ibis” and write detailed summary sentences.
REMINDERS:
-SSR Log Post due February 28th by 11:59 PM
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TUESDAY 2/28/17–Week 23
CO: Students will demonstrate understanding and analysis by using a summary to analyze symbolism.
LO: Students will read and write using a chart.
- SSR+
- Good news/announcements
- No AOW this week!
- Stamp and share summary from “The Scarlet Ibis”
- Vocabulary words
- Symbolism
REMINDERS:
-SSR Log Post due today by 11:59 PM
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WEDNESDAY 3/1/17–Week 23
CO: Students will demonstrate analysis of “The Scarlet Ibis” by examining symbolism and characters.
LO: Students will complete tasks at each station.
- SSR+
- Homework share
- Station Rotation
- Complete section II of “The Scarlet Ibis” handout
- Transitive V. Intransitive Verbs
- Questions from “The Scarlet Ibis”
- Character analysis from “The Scarlet Ibis”
- TOGETHER: introduction to sentence diagramming
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MONDAY 3/6/17–Week 24
CO: Students will demonstrate analysis of “The Scarlet Ibis” by examining tone.
LO: Students will read and write using tone analysis sheet.
- SSR+
- Good news/announcements
- Sentence diagramming–trial and error
- Vocabulary??
- “The Scarlet Ibis” analysis–independent
- *Ongoing reading check
**March SSR Log Post due by March 31st
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TUESDAY 3/7/17–Week 24
CO: Students will demonstrate analysis of “The Scarlet Ibis” by examining tone.
LO: Students will read and write using tone analysis sheet.
- SSR+
- Vocabulary due
- “The Scarlet Ibis” analysis–independent
- *Ongoing reading check
**March SSR Log Post due by March 31st
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WEDNESDAY 3/8/17–Week 24
CO: Students will demonstrate analysis and understanding of “Salvation” by examining construction.
LO: Students will read and speak using a guided note taker.
- SSR+
- “The Scarlet Ibis” discussion & turn in
- Reading “Salvation” by Langston Hughes
**March SSR Log Post due by March 31st
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MONDAY 3/13/17–Week 25
CO: Students will demonstrate analysis and understanding of “Salvation” by examining construction.
LO: Students will read and speak using a guided note taker.
- SSR+
- “Salvation” by Langston Hughes
**March SSR Log Post due by March 31st
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TUESDAY 3/14/17–Week 25
CO: Students will demonstrate creation of a rough draft by making a thinking map.
LO: Students will read and write using guidelines.
- SSR
- Continue analysis of “Salvation”
- Pre-writing our own personal narratives
**March SSR Log Post due by March 31st
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WEDNESDAY 3/15/17–Week 25
CO: Students will demonstrate creation of a rough draft by making a thinking map.
LO: Students will read and write using guidelines.
- SSR
- AOW #25
- Writing personal narratives
**March SSR Log Post due by March 31st
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THURSDAY 3/16/17–Week 25
CO: Students will demonstrate understanding and analysis of narrative texts by answering test questions.
LO: Students will read and write using an exam.
- STUDY
- QUIZ
- When finished with quiz, begin answering an essay question (1, 2, or 3)
**March SSR Log Post due by March 31st
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MONDAY 3/20/17–Week 26
CO: Students will demonstrate creation of a personal narrative by drafting an essay response.
LO: Students will write an essay using the rubric and model of “Salvation.”
- SSR
- Good news
- Rubric for personal narrative
- WRITING response in class
**March SSR Log Post due by March 31st
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TUESDAY 3/21/17–Week 26
CO: Students will demonstrate creation of a personal narrative by drafting an essay response.
LO: Students will write an essay using the rubric and model of “Salvation.”
- SSR
- Reading “Eleven” by Sandra Cisneros (same author of The House on Mango Street)
- Rubric for personal narrative
- WRITING response in class–conference with Ms. Martin
**March SSR Log Post due by March 31st
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WEDNESDAY 3/22/17–Week 26
Happy FORDSON PRIDE day!
CO: Students will demonstrate creation of a personal narrative by drafting an essay response.
LO: Students will write an essay using the rubric and model of “Salvation.”
- SSR
- Review rubric and guidelines
- Get topic approval & begin typing on Google classroom
- WRITING response in class–conference with Ms. Martin
**March SSR Log Post due by March 31st
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THURSDAY 3/23/17–Week 26
Parent/Teacher Conferences 3:30-6:30
CO: Students will demonstrate creation of a personal narrative by drafting an essay response.
LO: Students will write an essay using the rubric and model of “Salvation.”
- Review rubric and guidelines
- Get topic approval & begin typing on Google classroom
- WRITING response in class–conference with Ms. Martin
**March SSR Log Post due by March 31st
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FRIDAY 3/24/17–Week 26
CO: Students will demonstrate creation of a personal narrative by drafting an essay response.
LO: Students will write an essay using the rubric and model of “Salvation.”
- Book talks!
- Get topic approval & begin typing on Google classroom
- WRITING response in class–conference with Ms. Martin
**March SSR Log Post due by March 31st
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MONDAY 3/27/17–Week 27
CO: Students will demonstrate understanding and analysis of SAT by responding to questions and explaining choice.
LO: Students will read and select an answer.
- SSR
- Good news!
- Testing schedule
- Test practice
- Practice Test #2 booklet: page 7, questions 1-9
- We will have 12 minutes to answer questions
**March SSR Log Post due by March 31st
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TUESDAY 3/28/17–Week 27
CO: Students will demonstrate understanding and analysis of SAT by responding to questions and explaining choice.
LO: Students will read and select an answer.
- SSR
- Test Practice
- Timed practice–check answers–review as a group
**March SSR Log due by March 31st
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WEDNESDAY 3/29/17–Week 27
CO: Students will demonstrate understanding and application of preposition use by selecting the correct one.
LO: Students will read, listen, and write using a fill-in-the-blank sentence.
- SSR
- Debrief from surveys
- Preposition notes
- Preposition GAME!
- Reading “The Trojan War”
- Write a 4-6 sentence summary.
**March SSR Log due by March 31st
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THURSDAY 3/30/17–Week 27
CO: Students will demonstrate analysis of narrative text by examining plot development in a film.
LO: Students will listen and record information using a note taker.
- SSR
- “The Trojan War” summary due
- Troy the movie–exit ticket question
Vocabulary update:
Vocabulary due Monday April 10th (dictionary definition, your own definition, 2 synonyms, 2 original sentences)
Weeks 24, 25, 26, and 27
- Seem
- Beginning
- Convenience
- Launch
- Foreigner
- Accurately
- Every
- Weave
- Timber
- Delight
- Flying
- Might
- Plea
- Bulb
- Copy
- Cargo
- Against
- Bolt
- Devil
- Sustainable
**March SSR Log due by March 31st
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FRIDAY 3/31/17–Week 27
CO: Students will demonstrate understanding of events in Troy by responding to a question.
LO: Students will listen and respond to a guiding question.
- Book talks
- The Odyssey book assigned
- Read chapter 1 (pages 1-8) and create a flow map with 4 events.
- Watching Troy
**March SSR Log due by March 31st
***Vocabulary due Monday April 10th
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MONDAY 4/10/17–Week 28
CO: Students will demonstrate analysis and understanding of a narrative film by examining evidence.
LO: Students will listen and record information using a note-taker.
- SSR
- Good news/announcements for testing
- Vocabulary due
- Watching Troy–note-taker
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MONDAY 4/17/17–Week 29
- Good news/announcements
- Head to main library for SRI testing
- I’ll only tell you your score from last year after you’ve finished testing
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TUESDAY 4/18/17–Week 29
CO: Students will demonstrate understanding and analysis of a film by examining the director’s portrayal of events.
LO: Students will watch Troy and record notes using the 12-minute draft.
- SSR
- Watching Troy
HMWK: AOW #29 & April SSR Log Post
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WEDNESDAY 4/19/17–Week 29
CO: Students will demonstrate understanding and analysis of a film by examining the director’s portrayal of events.
LO: Students will watch Troy and record notes using the 12-minute draft.
- SSR
- AOW #29 Online–preview
- Watching Troy
HMWK: AOW #29 & April SSR Log Post
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THURSDAY 4/20/17–Week 29
CO: Students will demonstrate understanding and analysis of a film by examining the director’s portrayal of events.
LO: Students will watch Troy and record notes using the 12-minute draft.
- SSR
- Watching Troy
- 12-minute draft
- AOW #29 on Google Classroom
HMWK: AOW #29 & April SSR Log Post
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FRIDAY 4/21/17–Week 29
CO: Students will demonstrate analysis of informational text by examining SOAPSTone.
LO: Students will read and write using the guidelines on Google Classroom.
- Book talks! FYI: the next 2 weeks we will have guests visiting to share book talks
- AOW #29 on Google Classroom
- Vocabulary update–remember what assignment was, and look at the next assignment
- Review parts of speech–certain forms of words can be used in certain ways.
- Remember NOUN notes and VERB notes
HMWK: AOW #29 & April SSR Log Post
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MONDAY 4/24/17–Week 30
CO: Students will demonstrate comprehension and synthesis of Greek mythology and the Trojan War by creating a presentation.
LO: Students will read, write, and discuss using the assignment guidelines.
- SSR
- Good news/announcements
- Group assignment–see folder directions
April SSR Log Post due April 30th
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TUESDAY 4/25/17–Week 30
CO: Students will demonstrate comprehension and synthesis of Greek mythology and the Trojan War by creating a presentation.
LO: Students will read, write, and discuss using the assignment guidelines.
- SSR
- Guest book talk!
- Group assignment–see folder directions
April SSR Log Post due April 30th
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WEDNESDAY 4/26/17–Week 30
CO: Students will demonstrate comprehension and synthesis of Greek mythology and the Trojan War by creating a presentation.
LO: Students will read, write, and discuss using the assignment guidelines.
- SSR
- Ms. Martin’s book talk 🙂
- Group assignment
- I’ll share examples from outstanding flow maps
- Students get into groups to complete god/goddess or nymph project
- Goal: 2 groups present today
April SSR Log Post due April 30th
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THURSDAY 4/27/17–Week 30
CO: Students will demonstrate comprehension and synthesis of Greek mythology and the Trojan War by creating a presentation.
LO: Students will read, write, and discuss using the assignment guidelines.
- SSR
- Ms. Abdelbaki’s book talk 🙂
- Group assignment
- [8 min] Students get into groups to complete god/goddess or nymph project
- Groups present today
- Reflection
April SSR Log Post due April 30th
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FRIDAY 4/28/17–Week 30
CO: Students will demonstrate analysis and understanding of narrative by examining The Odyssey.
LO: Students will read and write using guidelines.
- Book talks
- Group presentations
- Reflection
- Vocabulary update
- The Odyssey
- Ch.2 and 3 read/questions p.265-266
- Week 28:
- Dock
- a structure extending alongshore or out from the shore into a body of water, to which boats may be moored.
- Something that is built so I can walk over water
- Synonym OR part of speech: bridge OR a noun
- My boat is at a dock in Lake Michigan.
- We sat on the dock in the summer.
- Public
- Managing
- Skilled
- Seller
Week 30:
- Company
- System
- Diplomat
- Fog
- Organized
- Dock
April SSR Log Post due April 30th
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MONDAY 5/1/17–SUB
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TUESDAY 5/2/17–Week 31
CO: Students will demonstrate analysis of an image by comparing text to image.
LO: Students will read, write, and discuss using guidelines.
- SSR
- Review yesterday
- T2T with painting & revisit chapter 1 of The Odyssey
- Vocabulary words due Friday–closer look
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WEDNESDAY 5/3/17–Week 31
- [10 minutes] SSR
- [15 minutes] Complete SOAPSTone for the painting of Odyssesus and Calypso
- [25 minutes] Review and practice handout for prepositions
- With remaining time, PLEASE hand back graded work in the red hanging folder.
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THURSDAY 5/4/17–Week 31
- SSR
- Review Odysseus and Calypso SOAPSTone
- Check prepositions handout
- Reading The Odyssey
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FRIDAY 5/5/17–Week 31
CO: Students will demonstrate comprehension and analysis of narrative text by simplifying and examining a powerful sentence.
LO: Students will read, speak, and write using the guidelines.
- Book talks!
- Group reading
- Read together and write a summary as a group on your poster. Then, choose one “golden line” from your pages. Write the important sentence on your poster and explain why it is so significant or interesting.
- 49-50
- 53-54
- 55-56
- 57-58
- 61-63
- Preposition Practice
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MONDAY 5/8/17–Week 32
CO: Students will demonstrate analysis of informational text by examining connections.
LO: Students will read and write using prepositional phrases.
- SSR
- Good news/announcements
-
AOW #32: Read and annotate for connections to the text.
-
Complete task from Friday–share out summaries
-
Vocabulary pop quiz
-
Preposition use–hand out cards and students come up with prepositional phrase (write on sentence strip)–review what the phrase is and what it needs
-
Reading chapters 7 and 8. Answer these TWO questions:
—Why was Odysseus surprised to find his mother in the Land of the Dead?—How did Circe show her own sense of humor?
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TUESDAY 5/9/17
CO: Students will demonstrate analysis of information text by examining speaker and occasion.
LO: Students will read and write using a preposition.
- SSR
- AOW #32: Annotate for speaker & occasion using BLUE
- Check homework from yesterday
-
Preposition use–hand out cards and students come up with prepositional phrase (write on sentence strip)–review what the phrase is and what it needs
***FINAL SSR LOG DUE JUNE 3RD***
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WEDNESDAY 5/10/17–Week 32
CO: Students will demonstrate analysis of information text by examining speaker and occasion.
LO: Students will read and write using a preposition.
- SSR
- AOW #32: Annotate for audience & purpose using ORANGE
- Vocabulary reminder: diplomat meaning & next set of words due
- Preposition use–each student receives 3 cards
- Create a sentence for each card with a prepositional phrase
- Label each part of the prepositional phrase
***FINAL SSR LOG DUE JUNE 3RD***
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THURSDAY 5/11/17–Week 32
*I expect a fantastic report from your substitute teacher.
- [10 minutes] SSR
- [10 minutes] annotate article of the week for subject and tone using a green marker or highlighter
- [10 minutes] find sentence stem paper from yesterday and complete your preposition sentences-please turn these in on the table in the front of the room
- [remaining time] read chapters 9-10 from The Odyssey and write a one paragraph summary, about 7-8 sentences. This is due on Friday at the beginning of class.
- Please throw away garbage and push in chairs every hour.
- Absolutely no passes (that means no one can leave the room until the hour is over).
***FINAL SSR LOG DUE JUNE 3RD***
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FRIDAY 5/12/17–Week 32
CO: Students will demonstrate understanding and analysis of narrative text by simplifying information.
LO: Students will read and write using a specific number of sentences.
- Book talks!
- AOW #32–Double check annotations & turn in.
- The Odyssey–reading chapters 9-10. Write a one paragraph summary, about 7-8 sentences.
- Meet with teacher to confer.
***FINAL SSR LOG DUE JUNE 3RD***
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MONDAY 5/15/17–Week 33
CO: Students will demonstrate analysis of narrative text by examining persuasive techniques.
LO: Students will read, write, and discuss using sentence stems.
- SSR
- Good news/announcements/video from Principal Alcodray
- Discuss/turn in homework from chapters 9-10.
- Analysis of Odysseus’s persuasion
- Analysis of Argument POWERPOINTAnalysis of Argument Guide for Students
***FINAL SSR LOG DUE JUNE 3RD***
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TUESDAY 5/16/17–Week 33
CO: Students will demonstrate analysis of narrative text by examining persuasive techniques.
LO: Students will read, write, and discuss using sentence stems.
- SSR
- Analysis of Odysseus’s persuasion
- Analysis of Argument POWERPOINTAnalysis of Argument Guide for Students
- Create model of how to respond to prompt.
- LATE START TOMORROW
***FINAL SSR LOG DUE JUNE 3RD***
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WEDNESDAY 5/17/17–Week 33
CO: Students will demonstrate analysis of narrative text by examining persuasive techniques.
LO: Students will read, write, and discuss using sentence stems.
- SSR
- Revisit analysis of Odysseus’s persuasion
- Analysis of Argument: Finish your 2 body paragraphs
- Follow the structure in your notes AND use the evidence we gathered together
***FINAL SSR LOG DUE JUNE 3RD***
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THURSDAY 5/18/17–Week 33
CO: Students will demonstrate analysis of narrative text by examining persuasive techniques.
LO: Students will read, write, and discuss using sentence stems.
- SSR
- Revisit analysis of Odysseus’s persuasion
- Analysis of Argument: Finish your 2 body paragraphs AND conclusion
- Follow the structure in your notes AND use the evidence we gathered together
- Check in/conference with Ms. Martin
***FINAL SSR LOG DUE JUNE 3RD***
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FRIDAY 5/19/17–Week 33: SUB today
- Directions for students: [10 minutes] silent reading.
- Next, students must complete their writing piece from yesterday. These must be turned into the blue box before they leave.
- Students have 10 vocabulary words due today. They are the words on the sheet of paper on my desk. Give students time to complete this in class.
- Then, they will read chapters 11-12 of The Odyssey and write a one paragraph summary–7-8 sentences for both chapters. This is due Monday.
- Please have students throw away garbage and push in chairs every hour.
- Absolutely no passes (that means no one can leave the room until the hour is over).
***FINAL SSR LOG DUE JUNE 3RD***
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MONDAY 5/22/17–WEEK 34
CO: Students will demonstrate analysis of text by examining narrative components.
LO: Students will listen and record a summary using guidelines.
- SSR
- Good news/announcements
- AOW 34: LISTEN & write summary
- Summary check/share out
- Review vocabulary–Test on Thursday for vocabulary & The Odyssey
- Reading The Odyssey
***FINAL SSR LOG DUE JUNE 3RD***
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TUESDAY 5/23/17–Week 34
CO: Students will demonstrate comprehension and analysis of narrative by examining components.
LO: Students will read and write using group guidelines.
- SSR
- AOW #34: Write Tuesday on your loose leaf paper and respond to the following:
- How did you listen to the audio yesterday?
- What were you doing while you were listening?
- What would have made it easier/harder? Explain.
- Group Reading (about 6 people per group)
- Group 1: ch.13-14
- Group 2: ch.15-16
- Group 3: ch.17-18
- Group 4: ch.19-20
- You must read together. Write a 12-15 sentence summary of the two chapters. EVERY group member must write a summary. Choose a golden line from the two chapters–this means a sentence or phrase that is the most significant. Explain why. Then, be prepared to present to the class.
***FINAL SSR LOG DUE JUNE 3RD***
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WEDNESDAY 5/24/17–Week 34
CO: Students will demonstrate comprehension and analysis of narrative by examining components.
LO: Students will read and write using group guidelines.
- SSR
- Group Reading (about 6 people per group)
- Group 1: ch.13-14
- Group 2: ch.15-16
- Group 3: ch.17-18
- Group 4: ch.19-20
- You must read together. Write a 12-15 sentence summary of the two chapters. EVERY group member must write a summary. Choose a golden line from the two chapters–this means a sentence or phrase that is the most significant. Explain why. Then, be prepared to present to the class.
- Study guide for test tomorrow!
***FINAL SSR LOG DUE JUNE 3RD***
SUMMARY OF CHAPTERS 13-20
-Odysseus has returned to Ithaca (his home). He has met his son, Telemachus, on his way to beg for food. He does not tell his son who he is.
-Telemachus returns to his mother, Penelope, to share the news he has found about Odysseus. Telemachus heard some of the stories about Odysseus and his travels. A prophet is listening and interrupts with news that Odysseus is in Ithaca and is planning his revenge on the suitors.
-Odysseus is pretending to be a beggar. He goes to his house and finds his old dog. The dog remembers him, but it can’t move because it is so sick.
-Athena keeps appearing to Odysseus. She tells him to go around the suitors to find out who is good and who is not. Odysseus has to fight another beggar. He wins!
-Odysseus talks with his wife, Penelope, but she does not know it is him. She tells him all about the problems she is having with the suitors and waiting for Odysseus to return. An old nurse washes Odysseus’s feet at the end of the night, and she recognizes a scar on his foot.
-Odysseus makes a plan to kill all of the suitors. Penelope says whoever wins, she will marry.
-Penelope had to make sure it was really her husband, so she asks him about things only Odysseus would know. He answers correctly.
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THURSDAY 5/24/17–Week 34
CO: Students will demonstrate analysis of narrative text by responding to questions.
LO: Students will read and select the best response from multiple choice questions.
- Get out a pencil.
- Turn in your summary from yesterday. Make sure your name is on it.
- Take your Odyssey test!
- If you have extra time, you may use a laptop to begin your SSR log.
Have a great 4-day weekend and so long to the seniors! We wish you the best of luck 🙂
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TUESDAY 5/30/17–WEEK 35
- SSR
- Good news/announcements
- Writing letter to principal
- Work on SSR log
__________________________________________________________________________________
WEDNESDAY 5/31/17–WEEK 35
CO: Students will demonstrate application of grammar by selecting the best choice.
LO: Students will read and write using proper parts of speech.
- SSR
- Grammar review/practice
- Parts of speech–conjunctions
- Complete exercises 9, the review, and chapter 1 review on a separate piece of paper.
- We will check this in class. You must be prepared.
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THURSDAY 6/1/17–WEEK 35
CO: Students will demonstrate application of grammar rules by constructing sentences.
LO: Students will write using conjunctions.
- SSR
- Homework check & turn in
- Paragraph imitation
***FINAL SSR LOG DUE JUNE 3RD***
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FRIDAY 6/2/17–WEEK 35
- Book talks
- Reward?!
***FINAL SSR LOG DUE JUNE 3RD***
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TUESDAY 6/6/17–WEEK 36
- SSR
- Return graded work
- Blackout Poetry 🙂
- Grammar–if time
____________________________________________________________________________
WEDNESDAY 6/7/17–WEEK 36
- SSR
- Study guide for final exam
- Grammar: usage of confusing words
____________________________________________________________________________
THURSDAY 6/8/17–WEEK 36
- SSR
- Grammar homework check
- Next batch of words!
_____________________________________________________________________________
FRIDAY 6/9/17–WEEK 36
- FINAL book talks!
- Creating a word usage survey for classmates/friends/family.
- Check surveys & print
- Complete next batch of words