Wednesday, November 5, 2014
1. Welcome, Attendance, Planners
2. Return and review Tests on Vocabulary Unit 1 - Adjectives
3. Students will share their Body Biography assignments for "The Most Dangerous Game." Each student will be given 5 stars to place on the assignments that show the most effort, thought, and creativity. 6. Students will watch a classic story on SchoolTube video: "The Lady or the Tiger?" by Frank Stockton- Students will take notes on a plot pattern graphic organizer.Students will review the literary terminology related to plot: exposition, rising action, climax, falling action, and resolution.
4. Students will work in small groups to complete a gapfill plot summary of "The Lady or the Tiger." When finished, students will use the summary to complete the plot pattern started in class on Friday.
5. Students will compare their plot patterns with the Storyboard Text provided. Students will create endings (including the falling action and the resolution) of Frank Stockton's classic short story. Students will write detailed endings written from the third person point of view. Students may create colorful drawings to accompany them for extra credit. Students may finish for homework but must remember to turn them in at the beginning of the class on Friday.
Homework: For Friday, read and complete page 546 in your Write Source textbook. Be able to define the word "polysyndeton" and write an example of one.
1. Welcome, Attendance, Planners
2. Return and review Tests on Vocabulary Unit 1 - Adjectives
3. Students will share their Body Biography assignments for "The Most Dangerous Game." Each student will be given 5 stars to place on the assignments that show the most effort, thought, and creativity. 6. Students will watch a classic story on SchoolTube video: "The Lady or the Tiger?" by Frank Stockton- Students will take notes on a plot pattern graphic organizer.Students will review the literary terminology related to plot: exposition, rising action, climax, falling action, and resolution.
4. Students will work in small groups to complete a gapfill plot summary of "The Lady or the Tiger." When finished, students will use the summary to complete the plot pattern started in class on Friday.
5. Students will compare their plot patterns with the Storyboard Text provided. Students will create endings (including the falling action and the resolution) of Frank Stockton's classic short story. Students will write detailed endings written from the third person point of view. Students may create colorful drawings to accompany them for extra credit. Students may finish for homework but must remember to turn them in at the beginning of the class on Friday.
Homework: For Friday, read and complete page 546 in your Write Source textbook. Be able to define the word "polysyndeton" and write an example of one.
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the_lady_or_the_tiger_gapfill_exercise.docx | |
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storyboard_text_the_lady_or_the_tiger.docx | |
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write_source_page_546.jpg | |
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Friday, November 7, 2014
1. Welcome, Attendance, Planners
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: alleviate .
3. Students will share and then turn in their creative endings to "The Lady or the Tiger?" Students will share their Body Biography assignments for "The Most Dangerous Game." Each student will be given 5 stars to place on the assignments that show the most effort, thought, and creativity. 6. Students will watch a classic story on SchoolTube video: "The Lady or the Tiger?" by Frank Stockton- Students will take notes on a plot pattern graphic organizer.
4. Students will review homework assignment from page 546 in the Write Source textbook. Students will be able to define and identify the grammatical term: polysyndeton. Students should use this effect sparingly in their own writing but be able to recognize why authors use it.
5. Group Brainstorm - Students will discuss and record what in life is worth fighting for? Share responses with the class. Encourage students to think about situations, concepts, people, causes, etc...
6. Students will review autobiography as a subgenre and connect details of Richard Wright's life to the narrative we will read in class. Following along with the audioCD and the textbook, students will listen to "The Right to the Streets of Memphis" for plot elements and record notes on their own paper.
7. Stopping at the climax of the story on page 122: "She slammed the door and I heard the key turn in the lock," students will close their books and imagine the ending to the story." If time, students will brainstorm ideas for the ending for a creative writing activity.
Homework: Read and complete page 547 in the Write Source textbook for Wednesday, November 12th. Continue working on narrative ending to "The Right to the Streets of Memphis."
1. Welcome, Attendance, Planners
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: alleviate .
3. Students will share and then turn in their creative endings to "The Lady or the Tiger?" Students will share their Body Biography assignments for "The Most Dangerous Game." Each student will be given 5 stars to place on the assignments that show the most effort, thought, and creativity. 6. Students will watch a classic story on SchoolTube video: "The Lady or the Tiger?" by Frank Stockton- Students will take notes on a plot pattern graphic organizer.
4. Students will review homework assignment from page 546 in the Write Source textbook. Students will be able to define and identify the grammatical term: polysyndeton. Students should use this effect sparingly in their own writing but be able to recognize why authors use it.
5. Group Brainstorm - Students will discuss and record what in life is worth fighting for? Share responses with the class. Encourage students to think about situations, concepts, people, causes, etc...
6. Students will review autobiography as a subgenre and connect details of Richard Wright's life to the narrative we will read in class. Following along with the audioCD and the textbook, students will listen to "The Right to the Streets of Memphis" for plot elements and record notes on their own paper.
7. Stopping at the climax of the story on page 122: "She slammed the door and I heard the key turn in the lock," students will close their books and imagine the ending to the story." If time, students will brainstorm ideas for the ending for a creative writing activity.
Homework: Read and complete page 547 in the Write Source textbook for Wednesday, November 12th. Continue working on narrative ending to "The Right to the Streets of Memphis."
vocabulary_word_web_alleviate_coerce.pdf | |
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write_source_homework_page_546.docx | |
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the_right_to_the_streets_of_memphis_stop_at_climax_20_point_font.doc | |
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the_right_to_the_streets_of_memphis_narrative_ending.docx | |
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Wednesday, November 12, 2014
1. Welcome, Attendance, Planners
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: coerce .
3. Students will review homework assignment from page 547 in the Write Source textbook. Students will be able to identify subordinating conjunctions and correctly punctuate sentences containing them.
4. On a handout, students will practice identifying three types of conjunctions (coordinating, correlative, and subordinating) and create sentences punctuating these words correctly. Complete Exercise B on front and back for homework.
5. Collect extra credit endings to "The Right to the Streets of Memphis" by Richard Wright.
6. Quickwrite - If time travel were possible and you could safely travel back to visit any period or event in history, what would it be? What would you do once you reached that time? For how long would you want to stay? Students will briefly share then turn in responses.
7. Begin reading a science fiction story by Ray Bradbury entitled "A Sound of Thunder" on page 36 in the Holt textbook. Students will pause and discuss questions in the margins as they read. We will finish the story in class on Friday.
Homework: Complete Exercise B on front and back of conjunction worksheet.
1. Welcome, Attendance, Planners
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: coerce .
3. Students will review homework assignment from page 547 in the Write Source textbook. Students will be able to identify subordinating conjunctions and correctly punctuate sentences containing them.
4. On a handout, students will practice identifying three types of conjunctions (coordinating, correlative, and subordinating) and create sentences punctuating these words correctly. Complete Exercise B on front and back for homework.
5. Collect extra credit endings to "The Right to the Streets of Memphis" by Richard Wright.
6. Quickwrite - If time travel were possible and you could safely travel back to visit any period or event in history, what would it be? What would you do once you reached that time? For how long would you want to stay? Students will briefly share then turn in responses.
7. Begin reading a science fiction story by Ray Bradbury entitled "A Sound of Thunder" on page 36 in the Holt textbook. Students will pause and discuss questions in the margins as they read. We will finish the story in class on Friday.
Homework: Complete Exercise B on front and back of conjunction worksheet.
write_source_homework_page_547.docx | |
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vocabulary_word_web_coerce.pdf | |
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quickwrite_prior_to_a_sound_of_thunder.docx | |
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Friday, November 14, 2014
1. Welcome, Attendance, Planners, AdvancED Parent Surveys
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: annihilate.
3. Students will review and then turn in the homework assignment on coordinating, correlative, and subordinating conjunctions.
4. With some teacher guidance, students will complete a literary analysis packet as they read "A Sound of Thunder" by Ray Bradbury. First, students will take notes on sequence of events and a five question reading check. Students will receive a classwork grade for these two tasks.
5. If time, students may begin homework: the front and back of the vocabulary handout.
Homework: Return AdvancED Parent Survey forms. Complete front and back of vocabulary handout (pages 25-26).
1. Welcome, Attendance, Planners, AdvancED Parent Surveys
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: annihilate.
3. Students will review and then turn in the homework assignment on coordinating, correlative, and subordinating conjunctions.
4. With some teacher guidance, students will complete a literary analysis packet as they read "A Sound of Thunder" by Ray Bradbury. First, students will take notes on sequence of events and a five question reading check. Students will receive a classwork grade for these two tasks.
5. If time, students may begin homework: the front and back of the vocabulary handout.
Homework: Return AdvancED Parent Survey forms. Complete front and back of vocabulary handout (pages 25-26).
vocabulary_word_web_annihilate.pdf | |
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coordinating_and_correlative_conjunctions.pdf | |
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subordinating_conjunctions.pdf | |
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sound_of_thunder_sequence.jpg | |
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sound_of_thunder_reading_check.jpg | |
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sound_of_thunder_words_in_context.jpg | |
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sound_of_thunder_vocabulary_practice.jpg | |
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Tuesday, November 18, 2014
1. Welcome, Attendance, Planners, Collect AdvancED Parent Surveys
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: disparage.
3. Students will review correct answers to the front and back of the vocabulary handout related to "A Sound of Thunder" by Ray Bradbury. Students will analyze the last page of the story to describe what happens in the resolution of the story.
4. The teacher will lead a discussion of the five question reading check, referring to the sequencing activity as necessary. (Students will turn in completed handouts.)
5. Students will list 5+ specific elements which make this story fall into the fiction genre and science fiction subgenre. Students may use their notes and work with their table groupings.
Homework: Complete handout on Grammar and Style as well as the root word "dict."
1. Welcome, Attendance, Planners, Collect AdvancED Parent Surveys
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: disparage.
3. Students will review correct answers to the front and back of the vocabulary handout related to "A Sound of Thunder" by Ray Bradbury. Students will analyze the last page of the story to describe what happens in the resolution of the story.
4. The teacher will lead a discussion of the five question reading check, referring to the sequencing activity as necessary. (Students will turn in completed handouts.)
5. Students will list 5+ specific elements which make this story fall into the fiction genre and science fiction subgenre. Students may use their notes and work with their table groupings.
Homework: Complete handout on Grammar and Style as well as the root word "dict."
vocabulary_word_web_disparage.pdf | |
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sound_of_thunder_question_support.jpg | |
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Thursday, November 20, 2014Substitute Plan
1. Welcome, Attendance, Planners, Collect AdvancED Parent Surveys
2. Students will turn in their homework on the vocabulary root word -dict- and Grammar and Style questions related to "A Sound of Thunder."
3. Students will read introductory information on page 188 of their Holt Reader (books kept in the classroom). Students will complete Quickwrite and share responses with their table groupings and/or the whole class.
4. Students will review the Text Analysis information on understanding symbols on page 188. Students will be expected to read for and find symbols in the short story "The Scarlet Ibis" that provides clues to the story's theme.
5. Using the audio CD, the students will read "The Scarlet Ibis" by James Hurst. As they read, they should answer the questions in the margins of their Holt Readers on pages 190-204.
Homework: Complete pages 205-207 in Holt Reader. which independssobejeto review requirements and expectations. to re
1. Welcome, Attendance, Planners, Collect AdvancED Parent Surveys
2. Students will turn in their homework on the vocabulary root word -dict- and Grammar and Style questions related to "A Sound of Thunder."
3. Students will read introductory information on page 188 of their Holt Reader (books kept in the classroom). Students will complete Quickwrite and share responses with their table groupings and/or the whole class.
4. Students will review the Text Analysis information on understanding symbols on page 188. Students will be expected to read for and find symbols in the short story "The Scarlet Ibis" that provides clues to the story's theme.
5. Using the audio CD, the students will read "The Scarlet Ibis" by James Hurst. As they read, they should answer the questions in the margins of their Holt Readers on pages 190-204.
Homework: Complete pages 205-207 in Holt Reader. which independssobejeto review requirements and expectations. to re
sound_of_thunder_latin_root_dict.jpg | |
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sound_of_thunder_grammar_and_style.jpg | |
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the_scarlet_ibis_holt_reader.pdf | |
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Monday, November 24, 2014
1. Welcome, Attendance, Planners, Collect AdvancED Parent Surveys
2. Students will review the basic storyline of "The Scarlet Ibis" while referring to their homework responses in their Holt Readers. Students will turn in Holt Readers for teacher review.
3. Students will receive the BookTalk genre project assignment sheet to review objectives and requirements.
4. Students will move to the library for a presentation on BOOK TALKs from the librarians and a have chance to choose a book to read for this project.
Homework: Begin work on BookTalk genre project which will be due on December 16th/18th.
1. Welcome, Attendance, Planners, Collect AdvancED Parent Surveys
2. Students will review the basic storyline of "The Scarlet Ibis" while referring to their homework responses in their Holt Readers. Students will turn in Holt Readers for teacher review.
3. Students will receive the BookTalk genre project assignment sheet to review objectives and requirements.
4. Students will move to the library for a presentation on BOOK TALKs from the librarians and a have chance to choose a book to read for this project.
Homework: Begin work on BookTalk genre project which will be due on December 16th/18th.
symbolism_doodle_and_scarlet_ibis.doc | |
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the-scarlet-ibis_powerpoint_post_reading.ppt | |
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scarlet_ibis_theme_dynamic_character_handout.doc | |
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book_talk_requirements_december_2014.docx | |
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Wednesday, November 26, 2014 Abbreviated Block
1. Attendance, Announcements, Planners, AdvancED parent surveys, abbreviated schedule 8:10 - 9:00
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: exacerbate.
3. Students will review reading log assignment and BOOKTALK assignment.
4. Students should make their own reading schedule in order to meet the deadline of presenting on December 16th or 18th.
5. Students will submit titles and authors of books to me for grade level-appropriate approval.
6. Students may begin signing up for presentation times on December 16th or 18th, either before or after school.
Homework: Have a Happy Thanksgiving holiday! Keep up with your reading schedule for the BOOKTALK project which is due on December 16th or 18th.
1. Attendance, Announcements, Planners, AdvancED parent surveys, abbreviated schedule 8:10 - 9:00
2. Students will copy down the vocabulary Word-of-the-Day. In addition to recording the definition, students will create a web of information to help them remember the word: exacerbate.
3. Students will review reading log assignment and BOOKTALK assignment.
4. Students should make their own reading schedule in order to meet the deadline of presenting on December 16th or 18th.
5. Students will submit titles and authors of books to me for grade level-appropriate approval.
6. Students may begin signing up for presentation times on December 16th or 18th, either before or after school.
Homework: Have a Happy Thanksgiving holiday! Keep up with your reading schedule for the BOOKTALK project which is due on December 16th or 18th.
vocabulary_word_web_exacerbate.pdf | |
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reading_log_for_book_talk.docx | |
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