| 6th Grade Apogee Communication Arts Learning Targets |
| Date: |
Learning Target: |
Know: |
Understand: |
Do: |
Learning Activity/Lesson: |
Practice/Homework |
1/16/09
Early Release Day
|
Students will write and speak standard English. |
eject, emit, erupt, exceed, exclude, exhale, expand, extinguish, include, inflate, inhale, inject, inspect, inspire, instruct, invite |
All words can be broken down into components. All words have a history and origin. |
Correctly identify prefixes and suffixes and the definition of a word on our vocabulary list. |
Study for the vocabulary quiz using Study Stack or the Question Flippers on the SmartBoard. |
Read to pp. on Call of the Wild. Have your role prepared for next week.
|
1/14-15/09
BLOCK |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
Literature Circles
Roles of Literature Circles: Word Wizard, Discussion Leader, Questioner, Connector, Summarizer |
Reading is a social event that can be processed together.
In group work, everyone does his or her fair share to lighten the load and the burden on everyone.
Survival is a common theme about which authors write. |
Choose roles for the first literature circle in Call of the Wild.
|
Discuss protocol and routines for Literature Circles and define them.
Begin to fill out your plan for your literature circle.
Fill out change matrix on the stories previously discussed. |
Turn in change matrix today.
Read to pp. on Call of the Wild. |
| 1/13/09 |
Students will write and speak standard English. |
Adjective
Articles: Definite and Indefinite
Limiting
Positive
Comparative
Superlative
Demonstrative |
Anything an adjective modifies is by definition a noun or a pronoun. |
Identify demonstrative adjectives.
Apply the usage of articles and limiting adjectives.
Determine the usage of either comparative or superlative adjectives. |
Begin Adjective Avenue in Grammar Zone. |
Work on Adjective Banks. |
| 1/12/09 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
8 Parts of Speech
Functions of each part of speech |
Subjects and predicates of sentences are made up of several words of different parts of speech. |
Write three sentences using the word bank from "Charles."
Identify each word's part of speech and its function in the sentence. |
Use the SmartBoard to create your sentences and identify the parts of speech and functions from your group's work. |
None! |
| 1/09/09 |
Students will write and speak standard English. |
Words in list on Spell-It brochure. |
Spelling is an art form.
Prefixes and Suffixes can be used to determine spellings of words. |
Correctly spell words from the Spell-It brochure. |
Participate in classroom oral spelling bee to determine winner to go to the All-School Spelling Bee on January 22nd. |
None - have a free weekend! |
| 1/08/09 |
Students will write and speak standard English.
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
|
Change
Imagination
Insolent
Reformation
Elaborate |
Gifted students sometimes use imaginative ways to adapt to change.
All of us have had difficulty adapting to change sometime in our lives. |
Analyze the point-of-view "Charles" was written from.
Analyze the author's purpose in writing "Charles." |
Using the discussion questions, discuss the story, "Charles."
In groups, fill out vocabulary web for the three vocabulary words in the story. |
Today, turn in your literature web and vocabulary webs for "Charles."
Today, turn in your Essay Chart for the essays.
Make sure all RRJ's for Charles and the essays have been written in your WNB. |
| 1/07/09 |
Students will write and speak standard English. |
Pronoun
Objective
Subjective
Reflexive/Intensive
Interrogative |
Pronouns replace the noun.
The word pronoun in Latin means "for the noun." |
Identify objective and subjective pronouns.
Identify and apply usage of reflexive and intensive pronouns.
Apply the use of interrogative pronouns. |
Finish pronoun activities in order to receive your pick of Shop Scenarios in Grammar Zone.
The winner of the Noun Town mystery will have $100,000 in their group checking account - and be able to purchase whatever shop on Adjective Avenue it can afford. |
Make sure "Charles" is read and have a literature web completed by tomorrow!
Make sure all the essays are read and the Chart is completed by tomorrow! |
| 1/06/09 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
simile metaphor |
How we cope with unexpected or uncontrolled change is part of our personality or makeup.
Many variables affect our lives and change our attitude and behavior. |
Compare and contrast Ray Bradbury's "All Summer in a Day" in short story and movie versions. |
Discuss ending of "All Summer in a Day."
|
If you haven't already finished "Charles" by Shirley Jackson and read "Why I Am a Writer" by Pat Mora and a couple of other literary essays from the packet handed out before break - do so NOW.
Remember to make a Literature Web on "Charles" and keep your thoughts on the essays on the Chart.
Welcome back! |
| 12/19/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
simile
metaphor |
How we cope with unexpected or uncontrolled change is part of our personality or makeup.
Many variables affect our lives and change our attitude and behavior. |
Connect all the stories about change to our lives, cultures, and heritage. |
Fill out the Change Matrix.
Watch "All Summer in a Day" |
Make sure EVERYTHING is turned in - this is the last chance to get all work made up before the semester end!
Have a wonderful Winter Break!
|
12/17-12/18/08
BLOCK |
Students will write and speak standard English. |
Bibliography
MLA
Fact
Citation
Source
Credible |
The Internet is not always a credible source.
Research is not what we already know - it's a new fact we've learned.
We have to credit our sources as to where we learned our new information. |
Cite sources in an MLA-formatted "Works Cited" or bibliography.
Collect credible facts on our team research question.
Organize those facts into a Hamburger Paragraph or a One-Chunk Paragraph. |
Research team question, record facts on notecards, work in groups to organize those facts, write the paragraph, and produce the bibliography. |
Make sure to make-up ALL tests and quizzes and reassessments during Core Lab Thursday!
Make sure to submit WNB and any RRJ's for reassessment before Friday. |
| 12/16/08 |
Students will write and speak standard English. |
Personal pronoun
Antecedent
Indefinite pronoun
Demonstrative Pronouns
Intensive Pronouns
Reflexive Pronouns
Interrogative Pronouns
Relative Pronouns |
Using too many pronouns can confuse the reader.
Pronouns replace the nouns in the sentence, but be careful of abandoning the antecedent. |
Identify and replace pronouns in sentences.
Identify parts of speech and their functions in sentences. |
Complete Pronoun exercises for choice of shop to buy in Adjective Avenue.
Go Over Grammar Packet exercises.
Complete Grammar Challenge Activity |
Have your facts and bibliography ready for the block tomorrow so you can complete your biblbiography on NoodleTools and organize your fact notecards together with your group to write your research paragraph. |
| 12/15/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
inference
point of view
stanza
metaphor
simile
|
Change affects our own behavior and the behavior of others.
How we approach something depends on how we change our attitude and behavior. |
Analyze the structure, key feelings, and ideas in "Ode to My Library."
Begin to read other pieces of non-fiction and fiction before we leave for break. |
Discuss poem "Ode to My Library"
"Ode to My Library" Assignment Sheet
|
Read "Charles" for the week we return, and read 2-3 personal literacy statements and literacy vignettes and "Why I Am a Writer" to fill out the chart for the week we return.
"Charles" Assignment Sheet
"Why I Am a Writer" Assignment Sheet |
12/12/08
Early Release! |
Students will write and speak standard English. |
eject, emit, erupt, exceed, exlude, exhale, expand, extinguish, include, inflate, inhale, inject, inspect, inspire, instruct, invite |
All words can be broken down into components. All words have a history and origin. |
Analyze words in context and their word parts. |
 Study for quiz using Study Stack - POSTPONED UNTIL 1/9/09
Work on research for mini-research assignment in "All Summer in a Day"
Take vocabulary quiz.
|
Finish any and all research on mini-research topic for next week. Use Netrekker and Ebsco Student Research Center to help you over the weekend.
Finish simile and metaphor booklet.
Finish alternate ending.
Vocab Word of the Week Presentation Slots: (for next week)
1st Hour:
Monday: Brian J., Dasha M., Leeda M., Hannah S
Tuesday: Jordan S., Elise V., Elizabeth R-P., Lindsey L.,
Wednesday: Jessi L., Jeanne W., Peyton F., Abbi M.
Friday: Cate M., Addison O., Andrew O.
8th Hour:
Monday: Garrett V., Eva G.
Tuesday: Janine N., Audrey K., Natalie P.
Thursday: Olivia A., Mary Kate F., Lillian D., Emma W.
Friday: Hannah C., Brian M., Mason M. |
| 12/11/08 |
Students will write and speak standard English. |
Jane Shaffer
Topic Sentence
Concrete Detail
Concluding Sentence
One-Chunk Paragraph
Hamburger Paragraph Format |
Organizing your thoughts can be easy if you follow the Shaffer format for organizing your writing. |
Collect research on mini-research topic with your team.
Cite sources of facts.
Organize your facts into a persuasive paragraph. |
Mrs. Laidlaw comes in to show you about research.
Start bibliography and begin to collect facts to put into a paragraph that you'll write next block week.
Learn about organizing your thoughts in Shaffer format. |
ALL FACTS ON NOTECARDS and Bibliography should be finished next week.
Be prepared to write your paragraph for next block. |
| 12/10/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
book talk
setting
plot
character
theme
conflict |
All writing has common elements.
You must justify your opinions with facts and analysis. |
Present book talks on Autobiographies (see Friday's lesson plan).
Learn to distinguish between a credible and not credible source for facts. |
Book talk presentations
Get working on your Team Research (See Below)
1st Hour:
Team A: Jessi, Lindsey, Brian, Addison, Jeanne, Abbi, Elizabeth
TeamB: Cate, Jordan, Dasha, Leeda, Peyton, Andy, Hannah S, Elise
8th Hour:
Team A: Olivia, Natalie, Brian, Mary Kate, Lillian, Eva
Team B: Hannah C, Mason, Garrett, Emma, Audrey, Janine |
Bibliography and note cards due next block!
You will be writing your paragraph based on these notes. |
| 12/9/08 |
Students will write and speak standard English. |
Personal pronoun
Indefinite pronoun
Demonstrative Pronouns
Intensive Pronouns
Reflexive Pronouns
Interrogative Pronouns
Relative Pronouns |
A pronoun replaces the noun in the sentence. |
Analyze parts of speech in sentences, and identify examples of nouns and pronouns in sentences. |
Play "Race Around Nouns" and complete pronoun exercises.
Finish Noun Town Mystery by earning all the clues. |
Autobiographies Book talk tomorrow! |
| 12/8/09 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
simile
metaphor |
How we cope with unexpected or uncontrolled change is part of our personality or makeup. |
Discuss and analyze "All Summer in a Day"
Analyze vocabulary words in context |
Small discussion groups today are according to shapes: Moons & Stars, Squares & Circles, Diamonds & Triangles
Share completed literature webs and discussion questions in small groups - HAND IN LITERATURE WEB TODAY
Complete vocab words (see Assignment Sheet) as a group - HAND IN today! |
Simile & Metaphor Booklet (Reading Grade): due 12/19
Alternate Ending: due 12/17-8
Research Assignment (team in class): due 12/17-8
Don't forget to answer the "All Summer in a Day" Reader's Response Prompt in your Writer's Notebook!
GET YOUR BOOKTALK READY FOR WEDNESDAY!
Read "Ode to My Library" for next week:
Ode to My Library Assignment Sheet |
| 12/5/08 |
Students will write and speak standard English. |
hypoallergenic, hypocrisy, hypodermic, hypogeal, hypoglossal, hypoglycemia, hypotension, hypothermia, hypothesis, hypothyroidism
hyperactive, hyperbole, hypercritical, hyperextend, hyperglycemia, hypersensitive, hypertension, hyperthyroidism, hyperventilate |
All words can be broken down into components. All words have a history and origin. |
Analyze words in context and their word parts. |
Study for vocab using Study Stack.
Take vocab quiz.
Work in Autobiographies groups to collaborate on RRJ questions that go in your WNB. Also, discuss plans for your book talk on Wednesday.
Groups:
Lost Garden: Addison, Dasha, Jordan, Elise, Andy, Lindsey, Olivia
How I Came to Be a Writer: Brian J, Mason, Garrett
A Day of Pleasure: Jessi
Invisible Thread: Leeda, Cate, Janine, Hannah C
Childtimes: Peyton, Mary Kate, Audrey, Eva, Lillian, Brian M.
A Girl From Yamhill: Abbi, Jeanne, Elizabeth, Hannah S, Emma, Natalie
|
Finish reading your Autobiograhies.
Answer Autobiographies RRJ questions in WNB.
Discuss your group plan and your individual responsibilities for your Book Talk on your Autobiographies.
Get grammar exercises finished for Tuesday. |
12/3-4/08
Block |
Students will write and speak standard English. |
Delivery
Rate
Pace
Inflection
Enunciation
Volume
Eye Contact
Gestures |
It is difficult for everyone to share their most personal memories, especially in public speaking.
We are all unique individuals that are made up of the sum of our experiences, traditions, culture, and heritage. |
Present and give audience feedback to our Reflections Essay presentations. |
Remember - your visual aid can be symbolic or it can be just a reflection of your experiences.
I will be assessing your essay on the trait of Ideas only.
I will be assessing your delivery according to the pink assignment sheet for Reflections Presenations. |
Study for your Hypo- and Hyper- vocabulary quiz. |
| 12/2/08 |
Students will write and speak standard English. |
Collective
Abstract
Proper
Common
Nouns |
The noun has a couple of functions in a sentence, but it's main function is to act as the subject of the sentence. |
Complete the green grammar exercises for Clues 6-9: I Spy the Pronouns, Practice with Irregular Nouns, Do You Get It? We Need to Edit? |
Group Grammar work on nouns. |
Next week, we will wrap up clues 10-15 by completing the "Survivors" exercise and doing pronoun work and playing 2 games about nouns and pronouns. |
| 12/1/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
culture
heritage |
One's culture and heritage affects one's identity. |
Discuss and analyze themes, main ideas, and feelings in "Note of a Translator's Son" |
Small group discussion of Joseph Bruchac's "Notes of a Translator's Son"
Time to work on RRJ for the story. |
Read "All Summer in A Day" by Ray Bradbury for next Monday. Complete the RRJ AND a Literature Web on the story.
We will be working on the Reading, Writing, and Research Assignments associated with this story next week.
All Summer in A Day Assignment Sheet |
| 11/27-28/08 |
None |
None |
None |
None |
HAPPY THANKSGIVING!
|
|
| 11/26/08 |
Students will write and speak standard English. |
Sensory Detail
Concrete Detail |
Writing comes alive with sensory and concrete detail.
You have to show, NOT tell, your ideas in writing. |
6 Trait Lesson 4: "That's Pretty Sketchy"
Review 6 Trait Lesson 3: "From Fuzzy to Focused" |
Add detail to your final draft of Reflections essay.
|
Your final draft and presentation of your Reflections Essay should be ready to present when you come back from Thanksgiving Break on Monday, December 1.
Your autobiography should be finished by Wednesday, December 3rd. |
| 11/25/08 |
Students will write and speak standard English. |
Plural Possessive Noun
Pronoun
Irregular Noun |
Nouns can be used in several ways. |
NO DAILY TODAY!
Noun Town exercises - do the rest of the large green packet - "On a Clear Noun, You Can See Forever," "More Muckberry," "Be Sharp," "What's the Dif?" and "Leaving Town"
Finish VWW Presentations:
1st Hour: Elise, Elizabeth, Andy, Peyton, Dasha
8th Hour: Garrett, Natalie, Audrey, Lillian |
Receive Clues 4-10 for completing green Noun Packet
Introduce final Noun Town activity letter due Tuesday, December 2nd - that with the "Survivors" paper will get you Clues 11-15.
|
Have Noun Town Letter and "Survivors" done for Tuesday, December 2nd for Clues 11-15. |
| 11/24/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
Culture
Heritage |
One's culture and heritage affects one's identity. |
Finish "Literary Lessons" discussion.
Begin to discuss "Notes of a Translator's Son"
Vocab Word of the Week Presenters:
1st Hour: Leeda, Cate, Addison, Hannah, Brian
8th Hour: Emma, Mary Kate, Brian, Olivia, Janine |
Introduce Interview of a family member - due upon return from break.
Introduce Book Talk for Autobiographies autobiography.
Interview Assignment Sheet |
Do the Noun Town Grammar Exercises for tomorrow. |
| 11/21/08 |
Students will write and speak standard English. |
recheck, reclosable, reelect, refund, reimburse, remember, renew, repeat, respond, revive, symbiosis, symmetry, sympathy, symposium, symptoms, synagogue, syndicate, synonym, synthesis, synthetic |
All words can be broken down into components. All words have a history and origin. |
Study for vocabulary quiz using Study Stack.
Present Vocabulary Word of the Week #2 |
Take the vocabulary quiz.
Present words. |
REVIEW INFINITE CAMPUS AND PLAN YOUR WORK FOR NEXT WEEK!
1. Read "Notes of a Translator's Son" for Monday!
2. Do your grammar exercises for Tuesday.
3. Work on your Reflections Draft for Wednesday - FINAL COPY DUE AFTER THANKSGIVING
4. Complete 6 Traits Lesson 3: "From Focused to Fuzzy" - back page.
5. Read your autobiography - RRJ questions will be due in your WNB and a book talk (form here) will be due AFTER THANKSGIVING also! |
| 11/19-20/08 |
Students will write and speak standard English. |
Focus
Prewriting
Drafting
Revising
Editing
Publishing |
Writing is a process that is never perfect.
Focusing your ideas takes revision. |
Take Writing Process multiple choice quiz
6 Trait Ideas Lesson 3: "From Fuzzy to Focused"
Draft Reflections |
Fix your focus mini-lesson
Drafting on computers |
Your Vocab Word of the Week Presentation #2 is DUE TOMORROW!
Keep drafting on your Reflections essay for the next block. Complete the revised paragraph on 6 Traits Lesson 3 - "From Fuzzy to Focused" DUE NEXT WEDNESDAY!
Read your autobiography and "Notes of a Translator's Son" for next week.
Work on your grammar exercises for next week. |
| 11/18/08 |
Students will write and speak standard English. |
Common noun
Proper noun (and its capitalization rules)
Abstract Noun |
Lively and specific nouns can add detail to your writing. |
Daily 10
What are Nouns exercises:
1. Common & Proper Nouns, 2. Muckberry Gazette, 3. Replace Dead Nouns |
Grammar Zone: Noun Town Clues 2 & 3
New grammar exercises: Don't You Get It; We Have to Edit, I Spy the Pronouns, Irregular Plural Noun Practice |
1. Study for the 5 Key Stages of the Writing Process Quiz
2. Have your timeline finished and Reflections draft started for the block tomorrow.
3. Do the grammar exercises from today by NEXT TUESDAY to earn your next clues! |
| 11/17/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
Vocabulary words from last Monday |
Change for the best can also have another side to it. |
In our table groups, fill out a Vocabulary Web for "Literary Lessons." Turn it in.
Fill out Change Matrix on "Literary Lessons" as a group.
Hand in Literature Web for "Literary Lessons"
If time, go over discussion questions - if not, next Monday, be prepared to discuss the questions.
Turn in Writer's Notebook with Literary Letter #3 in in.
Make sure all Reader's Response Journals are in your Writer's Notebooks. |
Discuss how school and education has changed from Beverly Cleary's time until now.
Discuss how the role of women has changed from Jo's time in Little Women until now.
Discuss how those changes affect you as students.
Introduce Joseph Bruchac's Notes of a Translator's Son - read this by next Monday.
"Notes" Assignment Sheet
You do not have to fill out a Literature Web or any Vocabulary Webs on this story - just the Change Matrix. |
Have Joseph Bruchac's "Notes..." read for Monday - remember to fill out the Change Matrix.
Do the Noun exercises in the packet - "What are Nouns?" for your clues for Mystery Grammar Tuesday tomorrow!
Work on completing your timeline and having a draft of Reflections started for the block this Wednesday/Thursday.
Have you turned in your Reading Logs? Have you turned in your Literary Letter #3 in your WNB? Have you turned in all your Vocab and Lit Webs? |
| 11/14/08 |
Students will write and speak standard English. |
malady, malefactor, malevolent, malfeasance, malfunction, malice, malignant, malnutrition, malodorous, malpractice, misbehave, mischievous, miserable, misfortune, misjudge, mislead, misspell, mistake, mistreat, misunderstand |
All words can be broken down into components. All words have a history and origin. |
Study for mal- and mis- quiz using Study Stack.
1. Work on your Literary Letter #3
2. Work on finishing your autobiography and making a reading log, which is due this week.
3. Read "Literary Lessons" in Autobiographies text. |
Take the vocabulary quiz.
SSR/Independent Work detailed in the previous column. |
1. If you haven't turned in your Reading Log yet, do so today.
2. If you haven't turned in your Literature Web and Vocabulary Web for "The Platoon System," please do so today.
3. If you haven't turned in your Personal Letter, do so today.
4. Get ready to turn in your Literary Letter #3 Monday.
5. Have "Literary Lesssons" read and prepared to discuss Monday.
6. Work on preparing your timeline and draft of Reflections for next block week. Use these links to prepare your timeline:
ReadWriteThink Timeline
Teachnology Timeline Maker
Our Time Lines.Com
7. Work on preparing your Vocabulary Word of the Week presentation due November 21.
8. Work on finishing your autobiography for the book talk in December.
GO OVER INFINITE CAMPUS DUE DATES IN YOUR PLANNER and break down the long-term projects into tasks. |
11/12-13/08
Block |
Students will write and speak standard English. |
Prewriting
Trait of Ideas
The Food Chain of Ideas |
Prewriting is a way to focus in on and narrow your topic. |
6 Trait Lesson 1 - Draw on the Count of 3 and 6 Trait Lesson 2 - Narrowing Your Topic
Create a timeline for your Reflections essay. |
Read aloud Gary Soto's short story, "The Broken Chain."
Select specific details we can remember from the story.
Connect those specific details to general themes. |
You must have your timeline created AND a draft of your Reflections essay to bring to class next block! |
| 11/11/08 |
Students will write and speak standard English. |
The definition of a noun is a person, place, or thing. Nouns sometimes name things you can see, and sometimes that you can't "see" in the literal sense. |
Nouns, along, with verbs, are probably the most important words in our language.
Nouns can function as the subject AND in the predicate of a sentence.
Every sentence has to have at least one noun in it - otherwise it's not a sentence. |
Daily 9 - FOR ASSESSMENT PURPOSES
Listen to Noun Town's mayor plead for your help in solving the mystery.
Work together with your group SILENTLY to solve a puzzle to earn the first clue.
Look at what common and proper nouns are. |
Common and Proper Noun Exercises
Fill out Clues on the Mystery Grid |
Complete the Common and Proper Noun Exercises for next week to share with your group for Clues #2 and 3. |
| 11/10/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
vortex, labyrinth, concoction, amiable, spinster, somber, concatenation, digress, metaphysical, Spartan |
Change for the sake of change is not always positive. |
Read "Literary Lessons" on pp. 14-21 of your Autobiographies text.
Fill out a literature web during or after reading the story.
Work with your table to complete a Vocabulary Web on one of the words in the story.
Respond to the Reader's Response Journal prompt in your Writing Notebook. |
Discuss the questions over "The Platoon System" - numbered heads together.
Share literature webs and vocabulary webs.
"Literary Lessons" Assignment Sheet |
If you haven't completed a literature web or vocabulary web over "The Platoon System," and handed it in for a completion grade, do so tonight!
Your personal letter should be turned in by now! |
| 11/07/08 |
Students will write and speak standard English. |
transatlantic, transcontinental, transcribe, transect, transfer, translate, translucent, transparent, transpiration, transport, circle, circlet, circuit, circulate, circumference, circumflex, circumnavigate, circumrotate, circumspect, circumvent |
All words can be broken down into components. All words have a history and origin. |
Study for Trans- and Circ- quiz using Study Stack.
You should be at least 1/3 of the way through your author autobiography.
Reading Logs will be collected soon!
Reading Conferences |
Take vocabulary quiz.
Silently read autobiography and compile reading log
OR
Begin to work on your 2nd Vocabulary Word of the Week presentation due in a couple of weeks. |
Work on Self Reflections assignment drafting it in your WNB. |
| 11/06/08 |
Students will write and speak standard English. |
The definition of the trait of ideas |
Ideas can be generated in a variety of ways. |
Begin to generate ideas in your Writer's Notebook. |
Mini-Lesson on generating ideas using a Writer's Notebook.
Self-Reflections Assignment |
Is your Personal Letter turned in with the prewrites, scoring guides, small peer editing square checklist and drafts? It should be today! |
| 11/05/08 |
Students will write and speak standard English. |
5 Parts of a Letter (Friendly)
3 Peer Editing Stages |
Our communication is our 1st impression.
Positive and constructive criticism goes a lot further than just proofreading and correcting errors. |
Use your Study Chart (pink handout) about parts of letters to study for quiz.
Revise and peer edit your 2nd draft of your Personal Letter. |
No Mini-Lesson today - just take the quiz and then independently work on your Personal Letter. |
Your personal letter should be ready for you to print a final clean copy, attach the peer editing small square checklist to, and attach your pink pre-write handouts and the scoring guide to in order to turn in by tomorrow! |
| 11/3/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
perjure, intercepted, curriculum, deteriorated, innovation, consternation, resignation, plagiarism, conformity, surreal, aloof, eccentric, intimidated, relentless, alimentary, incandescent |
Change influences our lives.
Writing helps us process change. |
Read "The Platoon System" independently - get a copy from Mrs. Proehl
Fill out a literature web as you read and prepare to discuss the questions as a group.
Respond to one Reader's Response Journal in your Writer's Notebook.
Fill out vocabulary webs as a table on the words in the story. |
Discussion of Chapter 17 of Beverly Cleary's A Girl From Yamhill - "The Platoon System"
"The Platoon System" Assignment Sheet |
Remember: NO SCHOOL TOMORROW - Election Day!
Don't forget to study your 5 Parts of a Letter Study Chart and cut-out in your Writer's Notebook for a 5 Parts of a Letter quiz on Wednesday!
|
| 10/31/08 |
Students will write and speak standard English. |
interactive, interfere, interject, interject, intermission, international, Internet, interpersonal, interpreter, interrupt, interstate, intracellular, intradermal, intragalactic, intranasal, intraocular, intrapersonal, intrapsychic, intrastate, intravenous |
All words can be broken down into components. All words have a history and origin. |
Study for Inter- and Intra- quiz using Study Stack
Peer Edit Personal Letter Draft
Reading Conferences |
Take Inter- and Intra- quiz.
Get personal letter edited and ready for publication!
Keep independently reading your author autobiography and make sure you're keeping reading logs so you can answer the questions. |
No homework - take it easy on the candy! :-)
Happy Halloween! |
| 10/30/08 |
Students will write and speak standard English. |
Peer editing
Compliment
Suggestion
Editing
Proofreader's marks |
Peer editing is not just criticism.
Criticism should always be positive and constructive. |
Review the PowerPoint definining peer editing and giving you peer editing practice.
Take notes while the PowerPoint is being shown. |
Practice peer editing a sample piece of writing.
Focus on the three stages of peer editing: compliments, suggestions, and editing.
|
Have your draft prepared to peer edit today or Friday.
Your final copy of your letter will be turned in next Wednesday, so have it ready and peer edited. |
| 10/29/08 |
Students will write and speak standard English. |
5 Parts of the Friendly Letter
Writing Process: Prewriting, Drafting, Revising, Editing, Publishing |
Writing is a process.
Communication is our 1st impression. |
Complete pre-write puzzle and graphic organizer for personal letter.
Begin drafting personal letter on computers. |
Drafting day - all students should finish their draft for tomorrow. |
Make sure you have a finished draft of your personal letter for tomorrow.
Criteria Sheet for Personal Letter
Scoring Guide for Personal Letter |
| 10/28/08 |
Students will write and speak standard English. |
noun
appositive
proper noun
common noun
abstract noun
noun absolute
object of the preposition |
All parts of speech have roles or functions in sentences. |
Take notes over "Sentence Factory" handout.
Read over N-V sentence pattern definition. |
Go over Grammar Identification in "'I Am Cherry Alive,' the Little Girl Sang"
Begin noun work |
Make sure to bring your pink handouts about your personal letter tomorrow. |
| 10/27/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
Plot
Character
Conflict
Theme
Setting |
All fiction has consistenly appearing elements that catch the reader's attention. |
Set new 2nd quarter goals for "My Reading Life."
Establish routines for Reading Logs - and encourage students to keep filling them out.
Model reading strategies in exemplar logs. |
Apply reading strategies to reading your independent author autobiograpy.
Set new reading goals.
Reading Conferences |
Make sure to have attempted the Grammar Identification exercise in "'I Am Cherry Alive,' the Little Girl Sang" in Autobiographies |
| 10/24/08 |
Students will write and speak standard English. |
uncertain, uncommon, unconscious, undecided, unexpected, unmistakable, unnecessary, untidy, unwise, unworthy, disadvantage, disagreement, disappoint, discontinue, dismal, disobedient, disposable, disrespectful, disturb |
All words can be broken down into components. All words have a history and origin. |
Study for Vocabulary Quiz using Study Stack
Take Vocabulary Quiz
Read Autobiography and complete Reading Log and questions. |
See Do column |
No homework over the weekend. |
10/22-23/08
BLOCK |
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
Students will write and speak standard English. |
Plot
Character
Conflict
Theme
Setting
5 Parts of a Friendly Letter |
All fiction has consistenly appearing elements that catch the reader's attention.
The purpose of all communication is to get to the main idea succinctly and clearly. |
1st Part of Block:
Review PowerPoint on the Elements of the Short Story
2nd Part of Block:
Draft personal letter to yourself stating your fears, social, and academic goals. |
Play "5 Things Rap" about Plot, Character, Conflict, Setting, and Theme.
Watch PowerPoint about the elements of fiction (in Post also).
Review Friendly Letter format (PowerPoint is in Post, also you have a pink study sheet in your binder, and you should have cut out the two sheets to paste into your Writer's Notebook).
Personal Letter Prewrite and Puzzle |
You will work on your personal letter draft next block, but it should be ready to type out and hand in by next week.
Study for your vocabulary test this Friday.
Bring your autobiography to class on Friday. |
| 10/21/08 |
Students will write and speak standard English. |
noun
appositive
proper noun
common noun
abstract noun
noun absolute
object of the preposition |
The noun is usually the simple subject of the sentence.
Sentences can be broken into two parts: subject and predicate.
|
Go over "'I Am Cherry Alive,' the Little Girl Sang" grammar identification exercises.
Complete noun exercises from "Hot Fudge Monday"
Take Noun Pre-test |
Work on independent grammar packet - and prepare for Noun Post-Test |
Finish Vocabulary Word of the Week presentations.
Study for vocabulary test Friday.
Make sure you are reading your autobiography - if you've finished, you may work on responding to your questions.
|
| 10/20/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
daft
invisible
reticent
Literary Terms: character, climax, denouement, motivation, plot, setting, theme |
All short stories have 5 elements that make them short stories.
Change is a universal theme that authors write about because it reflects our lives.
|
Bellringer: Explain the function of pronouns - list 6 pronouns.
Finish Change Matrix and Literature Web and discuss "Ghost Cat" and " 'I Am Cherry Alive,' The Little Girl Sang" questions orally.
Spend time silently reading independent reading autobiographies.
Reading Conferences |
Handout Short Story Elements and play 5 Things Rap.
Share our Literature Webs and Change Matrix additions.
Discussion over last two reading pieces - "Ghost Cat" and " ' I Am Cherry Alive,' The Little Girl Sang"
SSR if time - bring Independent Autobiography Reading Book |
For tomorrow, make sure you have attempted the " 'I Am Cherry Alive,' the Little Girl Sang" grammar identification homework. We will discuss it in class and begin our flexible grammar groups.
Begin studying for this week's vocabulary quiz over un- and dis- STUDY STACK |
| 10/17/08 |
Students will write and speak standard English. |
subconscious, subcutaneous, subdue, subfreezing, subirrigate, subject, submarine, submerge, subordinate, subway, superb, superimpose, superintendent, superior, supervisor, surcharge, surplus, surprise, surreal, surtax |
All words can be broken down into components. All words have a history and origin. |
Study using Study Stack or "I Have, Who Has?" game
Take Vocab Quiz
Present Vocabulary Word of the Week - see list of presenters on yesterday's lesson |
Study Stack for Super- Sur- and Sub-
Vocabulary Word of the Week criterion sheet and scoring guide |
Make sure you have studied for the quiz today!
Make sure your Vocabulary Word of the Week presentation is ready for today!
Today, turn in your Writer's Notebook with these entries: 1. Literary Letter #2, 2. Life Map Entry #1, 3. Reader's Response Journal from "Ghost Cat," and " 'I Am Cherry Alive,' The Little Girl Sang," and 4. Any bellringers or mini-lessons - Writer's Notebook Scoring Guide |
10/15-16/08
BLOCK |
Students will write and speak standard English. |
heading
greeting
inside address
body
closing
signature |
Communication is our first impression. |
Daily 7
Reviewed friendly letter format.
Started to look at 6th Grade Goal Setting Personal Letter Assignment
Start letter prewrite and graphic organizer if possible.
We will work on the computers on this letter next week.
|
We viewed a Friendly Letter review PowerPoint.
We cut out and pasted Friendly Letter format guides into our Writer's Notebooks.
We filed a study chart on the difference between Friendly Letter and Business Letter formats.
|
Remember to keep studying for your Vocabulary Quiz on Friday.
Friday's Draw of Vocabulary Word of the Week Presentations:
1st Hour: Elizabeth, Jordan, Hannah, Jeanne, Addison, Jessi, and Elise
8th Hour: Emma, Natalie, Mason, Brian, Lillian, Olivia, Janine
Monday's Draw of Vocabulary Word of the Week Presentations:
1st Hour: Leeda, Cate, Abbi, Brian, Lindsey, Andy, Dasha, Peyton
8th Hour: Mary Kate, Rowan, Garrett, Hannah, Audrey, Eva
|
| 10/14/08 |
Students will write and speak standard English. |
parts of speech
noun
verb
pronoun
adjective
adverb
preposition
conjunction
interjection |
Grammar is a system, called Linguistics.
Grammar is abstract thought that is developmental.
We learn grammar so that we can analyze our own usage of language. |
Read over the sheet Introduction to Independent Grammar Unit.
Perform the Word Sort Activity and answer the questions on Part III of the worksheet. |
Student's knowledge of grammar will be preassessed - not for a grade.
Students will sort words according to their part of speech.
Students will complete the reading of the poem, " 'I Am Cherry Alive,' the Little Girl Sang" and identify parts of speech used in the poem. You can download the sheet in the Do Column. |
Make sure you write down in your planners on December 12 Section 4 of the Independent Grammar Study Packet, pages G12-G22 must be complete.
Complete the blue worksheet on the poem.
|
| 10/13/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
Students will write and speak standard English. |
reader's response journal
literature web
change matrix |
Literature is surrounded by theme - a central or universal idea that appeals to many readers. |
Students should finish reading "Ghost Cat" on page 13 of their Autobiographies text.
Students should be prepared to orally discuss the reading response questions on this sheet.
Students should make sure they have included a response to one of the Reading Response prompts in their Writer's Notebooks:
1. Describe a time during which a friend helped you with a major change.
2. Have you ever had an imaginary friend? How has that friend helped you?
Handed out new vocabulary list: Super- Sub- and Sur-
You should have finished your 2nd Literary Letter in your Writer's Notebook by this Friday also! |
Bellringer:
What do verbs describe? List 5 verbs and all forms of their tenses (past, present, and future).
Catch Up Day to finish work from Friday.
Library Checkout Day - if you don't need to check out a book or renew one, please use the computers to start your Vocabulary Word of the Week presentation. |
Have the "Ghost Cat" questions ready to answer, fill out the Literature Web and Change Matrix on the story, and include one of the Reading Response prompts in your Writer's Notebook.
Make sure your 2nd Literary Letter is finished in your Writer's Notebook.
Study throughout the week for your vocabulary quiz.
Remember: Your Vocabulary Word of the Week presentations are due Friday & Monday. |
10/6/08
10/7/08
10/8/08
10/9/08
10/10/08
Friday is an Early Release Day!
Wednesday - Magazine Fundraiser Assembly
1st Hour Reports to 3rd Hour |
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
Students will write and speak standard English. |
change
generalization
claim
data
warrant
conclusion |
Literature is like an onion - it has many layers that can be peeled back.
Opinions must be supported in order to be worth anything.
Our lives can be mapped in terms of important sections and symbols that represent those sections.
Authors go through changes in their lives that give them material on which to write.
Change is everywhere, can be positive or negative, random or orderly, and can be linked to time.
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Monday - Finish discussing "Autobiographia Literaria" and brainstorm about Change using the Change Model. Show examples of Vocabulary Web and successful vocabulary words of the week from prior classes.
Tuesday - finish discussing the Change Model and begin to share Life Map entries.
Wednesday: Model response to literature using the short story "Eleven" by Sandra Cisneros. Practice responding to "Toning the Sweep" by Angela Johnson.
Thursday: Read "Ghost Cat" on pp. 3-13 of Autobiographies and fill out Change Matrix and Literature Web. Respond to one of the following prompts:
1. Describe a time during which a friend helped you with a major change.
2. Have you ever had an imaginary friend? How has that friend helped you?
Start 2nd Literary Letter
Friday: Take Co- Com- Counter- and Contra- quiz. Here's the Study Stack! |
This week, we talked about the theme of change that will be present in all the literature we will read this semester.
In addition, we learned that we can be affected by how we write. |
Finish Life Map and Entri #1 and have it ready in your Writer's Notebook for grading next week.
Start Literary Letter #2 and have it ready in your Writer's Notebook for next week.
Make sure you understand how to "respond" to literature by looking over the preassessments I handed back to you and by practicing the modeling I used in "Toning the Sweep."
Read "Ghost Cat" in Autobiographies on pp. 3-13, and choose one prompt to respond to in your Writer's Notebook. Be prepared to share your ideas on your Literature Web and Change Matrix next Wednesday.
Study and take Co- Com- Counter- and Contra- quiz. |
| 9/30-10/3/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
Students will write and speak standard English. |
static and dynamic characters |
Literature is like an onion - it has many layers that can be peeled back.
Opinions must be supported in order to be worth anything.
Our lives can be mapped in terms of important sections and symbols that represent those sections.
Authors go through changes in their lives that give them material on which to write. |
Read "Autobiographia Literaria" in our Autobiographies text book. Answer the response questions.
Begin constructing a persuasive argument in the writing preassessment.
Start/Finish Life Map and record Life Map Entry #1 in your Writer's Notebook.
Choose an author's autobiography to read by the first week of December. You will also receive questions to answer once you've finished the book. |
We do not have school on Friday, 10/3, so we will have our vocabulary quiz over Tri- and Quad- on Monday.
Next week's list will be handed out to you on Monday as well.
Begin to read your author's autobiography (The Invisible Thread, How I Came to Be a Writer, A Day of Pleasure, Childtimes, A Girl from Yamhill, and The Lost Garden) - remember to use post-its to record reactions, connections, predictions, and questions so that you have answers to the post-reading questions I handed out.
|
Finish Life Map Entry #1 so we can share it this week.
Finish reading "Autobiographia Literaria" and answering the preassessment questions and writing the persuasive paragraph.
Study for Tri- and Quad- quiz. |
| 9/22-26/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
Students will write and speak standard English. |
autobiography
literary
persuasive |
Literature is like an onion - it has many layers that can be peeled back.
Opinions must be supported in order to be worth anything. |
Read "Autobiographia Literaria" in our Autobiographies text book. Answer the response questions.
Begin constructing a persuasive argument in the writing preassessment.
Start/Finish Life Map and record Life Map Entry #1 in your Writer's Notebook. |
Independent work while half student body is at camp.
Comm Arts/Math are blocking Tuesday/Friday. |
No homework - EXCEPT if you haven't finished your Life Map Entry #1, you must finish that at home in your Writer's Notebook.
Study for this week's Vocabulary Quiz (Friday or Monday - depending on Camp Session).
See Study Stack below! |
| 9/19/08 |
Students will write and speak standard English. |
unicellular unicorn, unicycle, unidirectional, unify, unilateral, unique, unison, unit, unitard
bicolor, bicuspid, bicycle, biennial, bifocals, bilingual, bimonthly, biped, biplane, biweekly |
All words can be broken down into components. All words have a history and origin. |
Study using "I Has, Who Has?" read-around review game and Study Stack.
|
Take preassessment over Uni and Bi words. |
The next week's word list is for Tri and Quad - here's the Study Stack! |
| 9/17-18/08 |
Students will brainstorm non-linguistic representation of the steps of the problem-solving process. |
analyze
brainstorm
evaluate
select
implement
elaborate
debrief
teamwork |
Problem solving has its own vocabulary and terminology.
Problem solving starts with understanding a common language. |
Back-to-back drawing exercise and debrief.
Human Overhand Knot exercise and debrief. |
We will be participating in a camp lesson and actually using the steps of the problem-solving process in order to solve a problem during an in-class activity. |
Study for your uni- and bi- quiz this Friday! Here's the Study Stack list for this week's list. |
| 9/16/08 |
Students will brainstorm non-linguistic representation of the steps of the problem-solving process. |
non-linguistic
analyze
brainstorm
evaluate
select
implement
elaborate
debrief
teamwork |
Problem solving has its own vocabulary and terminology.
Problem solving starts with understanding a common language. |
Paraphrase definitions of the words under the Know column.
Work in groups to brainstorm symbols/icons that represent the meanings of these words.
Share your symbols/icons with the class. |
Using a graphic organizer, I will give you the definitions of these words in the problem-solving process that you will be using at camp.
I will show you a website where the words are shown as American Sign Language words.
You will then work in your tables to fill in the rest of the graphic organizer. |
Have you turned in your reading log yet?
Reading conferences will be finished during Camp Week!
|
| 9/15/08 |
Students will write and speak standard English |
Writer's Notebook
Writer's Workshop
Status of the Class
Prewriting
Drafting
Revising
Editing
Publishing |
Writing is a committment to observe and notice all things in detail.
Writing is a social process. |
Complete your own Life Map (this activity will be finished during Camp Week).
Write Life Map Entry #1 in your Writer's Notebook (again to be finished during Camp Week). |
Listen to Ralph Fletcher's "What is a Writer's Notebook" chapter in Writer's Notebooks.
Discuss Writer's Workshop routines.
Look at Mrs. Proehl's Life Map. |
Think of ideas for your Life Map and your Life Map Entry #1. |
| 9/12/08 |
Students will write and speak standard English. |
monochrome, monocle, monolingual, monolith, monolgue, monophobia, monopoly, monorail, monosyllabic, montone
polychromatic, polyclinic, polydactyl, polyglot, polygon, polygraph, polyhedron, polymorphous, polysyllabic, polytheism |
All words can be broken down into components. All words have a history and origin. |
Study for your Mono- and Poly- quiz today with Read Around Review cards and Study Stack.
Review Pre- and Post- if you didn't earn an 85% on the pretest last week! |
Take Mono- and Poly- quiz today. |
Here is the link for the Study Stack for this week's word list. |
| 9/10-11/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
Students will speak and write standard English. |
5 Steps of the Writing Process: Prewriting, Drafting, Revising, Editing, Publishing
Reading Strategies:
QAR, SWBS, RAP, annotation, visualization, connections, clarifying, summarizing, previewing, predicting, evaluating, rereading, inferring |
Students have to read like a writer and write like a reader. |
Finish reading strategies quiz.
Start to draft Literary Letter, due in Writer's Notebook on Friday.
Begin to compile reading logs and get ready for reading conferences.
Design Life Map for Writer's Notebook. |
We will discuss Writer's Workshop protocols today. You will be writing in your Writer's Notebook.
I will start having conversations with everybody about your reading logs. |
Finish and turn in your "I Am" poem, if you haven't done so already.
Finish your Literary Letter - I will be collecting Writer's Notebooks Friday, so I'll expect to see your letter then.
Don't forget to study for your Mono- and Poly- quiz tomorrow!
Get your reading logs ready to show me for reading conferences. |
| 9/9/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
inference
irony
|
Students will understand the change and the pursuit of identity has been recognized throughout the ages. |
Daily 4 - "Song of Myself"
Mrs. Proehl will model Reading Logs
Collect and annotate reading logs. |
After we take our Reading Strategies quiz, I will model making connections, clarifying, questioning, and predicting in a reading log.
Tomorrow and Thursday, during Block, we will be writing independently in Writer's Workshop and reading independently while I call several of you over for Reading Conferences and check over your reading logs. |
Make sure you have all your entries in your Writer's Notebook. I will most likely collect them on Friday for a midquarter check. |
| 9/8/08 |
Students will write and speak standard English. |
prefix |
Writing is a process that sometimes is never perfected. |
Bellringer:
Give the principal meaning of each of the following prefixes:
bi-, di-, in-, mis-, de-, ex- re-, pre-
Listen to the author of Cinnamon: Adventure and Romance on the Appalachian Trail |
Columbia Team:
Go to the library 1st hour to hear author/speaker and then go to your 1st hour class during 2nd hour and then your 2nd hour class during 3rd hour (CE). The only exception are those students with off-team math. You can return to my room for CE during 3rd hour.
Atlantis and Discovery Team:
You will hear the speaker twice - with 1st hour and then with your team 2nd hour. |
Study for Reading Strategies Quiz TOMORROW! |
| 9/5/08 |
Students will speak and write standard English. |
preapprove, precaution, precede, predict, prefix, prejudge, prepay, pretest, prevent, preview
postdate, postgraduate, posthumous, postindustrial, postmark, postmeridian, postmortem, postpone, postproduction, postscript |
All words can be broken down into components. All words have a history and origin. |
Students will study for their vocabulary test using a variety of methods: Study Stack, electronic flashcard activities, I Have, Who Has loop review game, and word sorts.
Study Stack for Pre- and Post- |
Bellringer: Name the 8 parts of speech.
Students will take their pre-test over the prefixes pre- and post-
All those who score an 85% or above will not have to complete the application level practice associated with that word list.
The new word list mono- and poly- were handed out today. |
Study for the next week's vocabulary test over mono- and poly-
Keep self-selecting new vocabulary words from your independent reading in preparation for your Vocabulary Word of the Week presentation next month.
Keep annotating your reading strategies in your reading log (you may use one side each week for your 30 minutes a day).
Don't forget: Next week is block week!
Reading Strategies quiz on September 9!
Work on completing your "I Am" poem to turn in next week! |
| 9/4/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
Students will speak and write standard English. |
Smiley-Face Tricks
Magic 3
metaphor
simile
direct address
quote-within-a-quote |
Writing stamina is built up by writing fluently without regard to conventions sometimes. |
Students set reading goals and wrote to a 10-minute writing prompt in their Writer's Notebook. |
Daily 3 - "The Camping Trip"
1st Quarter Reading Goals Sheet |
Your "I Am" poem must be finished and ready to turn in by next Tuesday, September 9 . If you cannot connect to the server from home to work on it, please plan to work on it during Core Lab or after school that Tuesday with me or in the Library.
DO NOT FORGET to study for the Pre- and Post- vocabulary test TOMORROW, Friday, September 5.
Use the Reading Strategies handout to study for the Reading Strategies quiz on Tuesday, September 9! |
| 9/3/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
Students will speak and write standard English. |
alliteration
assonance |
Author's voice is affected by the selection of words. |
Students will print out and turn in their "I Am" poems. |
Bellringer:
Choose any five letters of the alphabet and write a sentence with each word using that letter, i.e., "Alfred always ate apples alone."
Take the Scholastic Reading Inventory reading test.
Finish publication of "I Am" poems. |
Please turn in your "I Am" poems.
Please begin annotating your text in your independent books for your reading logs. |
| 9/2/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction.
Students will speak and write standard English.
|
hyperbole
personification
tone
introductory phrase
"hook"
past perfect
hyphenated-modifier |
Word choice leaves readers with impressions. |
In groups, students worked to answer questions to Daily 2.
Students worked on publication of their "I am" poems. |
Daily 2 - "Taryn's House" |
Bring an independent reading book for tomorrow as we will be taking the Scholastic Reading Inventory in class.
When you are finished, you may finish and turn in your "I am" poem or read independently to begin your reading log collection. |
| 8/29/08 |
Students will speak and write standard English. |
prefix
suffix
root
etymology
antonyms
synonyms
variations |
All words can be broken down into components. All words have a history and origin. |
Students will be preparing for their first Word Stem Vocabulary pre-test on Friday, September 5 over the prefixes pre- and post-
Students also received a scoring guide, a criteria sheet and explanation, and their own portable Word Wall to record their self-selected vocabulary words in order to present Vocabulary Word of the Week on October 17, November 21, and December 12. NOTE: 1st hour - DUE DATES have been changed due to Camp (silly me - how I forgot!) |
Students will work on publishing their "I Am" poems on the computers.
I will give students time on Tuesday also, but they will need to be finished on Tuesday.
Students: remember, you can always access your filespace from home. Navigate to the Teams & Teachers page to find the instructions. |
Finish "I Am" poem publication if you didn't get very far today.
Make sure your Pre- and Post- word stem test date has been entered in your planners. See the table above for the stem pre-test schedule.
Make sure you have entered the three dates for Vocabulary Word of the Week presentations in your planner also.
Criteria Sheet for Vocabulary Word of the Week presentations.
Remember! You need to have 7 items in your presentation:
1. the sentence that the word came from originally; 2. the definition; 3. the word parts (prefixes/suffixes/roots); 4. part of speech; 5. etymology; 6. variations; and 7. antonyms/synonyms.
Scoring Guide for Vocabulary Word of the Week presentations.
Portable Word Wall |
| 8/28/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
metacognition
8 traits of good readers: predict, clarify, connect, monitor, visualize, summarize, infer, determine the most important ideas
annotate |
Students will understand that reading is an ACTIVE PROCESS, during which they are participating actively. |
Students will learn how to annotate text. |
We discussed how reading is an active process which differs for each individual. We talked about having to stop, think, record and reflect on what is happening inside your head when you read.
Students had a little time with which to finish drafting and begin publication of their "I Am" poems. |
Begin to fill out your reading logs.
Remember, I will ask to see them during our Reading Conferences on Fridays.
I will also be collecting Reading Logs right before Interim grades. |
| 8/27/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
process |
Students will understand that reading is an ACTIVE PROCESS, during which they are participating actively. |
Students will brainstorm and share answers to the question, "What is Reading?" |
In groups, students created a poster detailing their answer to the question, "What is Reading?"
Discussion of the reading process ensued. |
Finish drafting your "I Am" poem. |
| 8/26/08 |
Students will read and evaluate works of fiction, poetry, drama and non-fiction. |
Daily
metaphor
appositive
series
introductory phrase |
Grammar is a way to problem-solve usage of language.
Author's craft has much to do with why we like to read and why we like to write.
Analysis of an author's craft leads to thinking like a reader and thinking like a writer. |
Students were introduced to the concept of "Dailies," passages written by fellow adolescents. Following each daily is a series of questions, one on grammar and usage, one on reading strategies, one on literary analysis, and possibly a writing prompt.
Dailies reinforce literary analysis skills and test taking skills. |
Answering dailies was modeled. Don't forget to head your Daily with the Daily #, the title of the passage (found in parentheses at the end of the passage), and the date.
This heading will help you locate passages to study from for future assessments.
Daily #1 - "Sisters"
|
Keep working on your "I Am" poem.
Begin to read your independent reading book. |
| 8/25/08 |
Students will read and evaluate fiction, poetry, drama, and nonfiction works and materials. |
LMS Library terms, such as:
SSR/SIR
Reader's Response |
Students will understand that readers are actively involved in the reading process. |
Students will be receiving an orientation to the library and checking out an independent reading book. |
Students will set a reading goal for this quarter.
Mrs. Laidlaw will be giving students an orientation to the library. Please make sure your student has his or her id available to check out a book.
Alternatively, if you bring in a St. Louis County Library card, I can show students how to reserve books online there. |
Read for 30 minutes tonight.
Begin to fill out your reading log and keep post-it notes detailing your thinking while you read. |
| 8/22/08 |
Students will write formally (narratives, essays, reports) and informally (notes, journals). |
Salutation
Greeting
Body
Closing
Indent |
Students will understand that communication is one way of leaving an impression with the general public. |
Students will be reviewing friendly letter format. Students will be working on a pre-writing activity on a friendly letter to themselves setting three goals for themselves this year. |
Friendly Letter Review Powerpoint
and Smart Notebook activity
Friendly Letter PreWrite Sheet |
Begin to draft your letter - we will also work on this in class Monday and Tuesday.
Please remember to have your Reading Permission Slip signed if you want to use books from our classroom library. |
| 8/21/08 |
Students will write formally (narratives, essays, reports) and informally (notes, journals). |
poem
free verse |
Students will understand that poetry does not have to rhyme and is a way to express ones' self. |
Students will be writing an "I Am..." poem. |
Students will begin to think about their learning goals for the semester.
Students will draft their "I Am..." poems and share. |
Finish "I Am..." poem if not finished in class. |
| 8/20/08 |
Students will learn course expectations and classroom routines. |
Pink Slip (Late Work Slip)
Absence Sheet (where I record what we did that day)
Make Up Folder (where I put the Absence Sheets)
Writer's Notebook (sewn-bound composition notebook)
Writing Folder (3-prong, 2-pocket folder to leave in class)
Communication Art handbook (1.5" 3-ring notebook with 5-tab dividers) |
Students will understand the objectives we will be accomplishing, the materials we will be using, and the routines in my classroom. |
Students will be discussing the course expectations and perusing the books we will be using. |
After sharing the rest of our license plates, students will go over the course expectation handout.
We will begin to look over the text, which we will continue tomorrow. |
Students are expected to have their parents sign the course expectations and return them by FRIDAY, September 5.
Students will need to have their supplies and materials secured by then as well. |
| 8/19/08 |
Students will express themselves symbolically. |
symbol, license plate design |
Students will understand that in literature and in creative works, artists express themselves using symbols. |
Students will design a license plate that reflected them symbolically. |
Students created and embellished our license plate designs. Students answered questions on a hardcopy of a learning style inventory. The link can be found here. |
None |
| 8/18/08 |
Students will express themselves in writing and orally in getting to know each other. |
Students will learn the term course expectations, Apogee Communication Arts, and community. |
Students will understand that to produce quality work that a sense of community and trust must be present. |
Students will share 2 true unique facts that no one else knows about one another and one dream wish - a fact he or she wishes were true. |
Today, we spent time reinforcing the bell schedule and the routines at LMS. We also played some teambuilding games and had some sharing time.
Students will receive a separate supply list on Wednesday and go over Course Expectations on Wednesday. |
None |
