December 12 2017

Tuesday 12/12/17 – Language Arts

Good Morning, Class!

Per. 1 (8:15-9:09)

We have a special treat this morning! Our school has been selected to try out the new Google Expeditions.

We will be going to the computer lab to do this activity at 8:45.

To prepare:

  • Find the Ancient Rome slides in Classroom
  • We will share the equipment in groups of 3-4 by the number on your sticker
  • 8:45 – Computer lab

Per. 2 (9:12-10:00)

Please take out:

  • SS Turning Points (white book)
  • Chromebook

Learning Target copy

 

Learning Target: Students will be able to draft an informative/explanatory essay in response to a prompt.

Extended Writing Project – Draft

  • Review the writing prompt one more time.
  • Peer review instructions (and grading rubric)
  • Begin bringing all the parts of your draft together into this new document, using your graphic organizer to keep them in order.
  • Write the other two body paragraphs of your essay.
  • Return to the original texts as needed.
  • Grammar – Pronouns and Antecedents
  • Proofread your draft for grammar.
  • Turn in draft and do two peer reviews.

Homework:

  1. Read 25+ pages and log on Biblionasium:
    1. Book title
    2. Page #s you read (p. ____ to p. ____)
    3. Big Thing that Happened (1-2 sentences: Who? What? When? Where?) + 1 question, prediction, inference, connection, visualization, or new word and how you guessed its meaning
  2. Finish all five paragraphs of Turning Points informative essay and turn in Draft assignment. Do two peer reviews.

Per. 3 (10:03-10:51)

Learning Target copy

 

Learning Target: Students will be able to deliver an effective oral performance of a script or story.

Reader’s Theater #2

  • Groups perform skits
  • Audience rates performers
December 11 2017

Monday 12/11/17 – Language Arts

Good Morning, Class!

Please take out:

  • independent reading book
  • SS Turning Points (white book)
  • Chromebook

Per. 1 (8:15-9:09)

Learning Target copy

 

Learning Target: Students will be able to sustain attention and focus on independent reading the entire time.

  • Independent Reading
  • Fluency Group

Per. 2 (9:12-10:00)

Learning Target copy

Learning Target: Students will be able to craft an effective conclusion for informative/explanatory writing.

Extended Writing Project – Conclusions

Define

  • What is the purpose of the conclusion in an informative/explanatory text? Why is including a conclusion a good idea?
  • In addition to restating the thesis statement and summarizing important ideas, what do some conclusions include or encourage the reader to do?
  • According to the definition, what are the features of a good conclusion?

Model

  • According to the Model, how should an effective conclusion handle the thesis statement?
  • The Model explains how an effective conclusion reviews the strongest two or three relevant details from the body of the text. How does reviewing these details help readers of informative/explanatory texts?
  • What relevant details are reviewed in the concluding paragraph of the student model essay?
  • What are some ways that an effective conclusion can wrap up an essay?
  • What does the last sentence of the student model essay do?

Your Turn

  • Partners read the paragraphs and discuss questions
  • Share out whole class

Write

  • Draft a conclusion for your informative/explanatory essay
  • Turn in on StudySync
  • Do two peer reviews when finished, providing specific suggestions for improvement

Draft

  • Review the writing prompt one more time.
  • Begin bringing all the parts of your draft together into this new document.
  • Write the other two body paragraphs of your essay.
  • Turn in draft and be ready for peer reviews tomorrow.

Homework:

  1. Read 25+ pages and log on Biblionasium:
    1. Book title
    2. Page #s you read (p. ____ to p. ____)
    3. Big Thing that Happened (1-2 sentences: Who? What? When? Where?) + 1 question, prediction, inference, connection, visualization, or new word and how you guessed its meaning
  2. Finish all five paragraphs of Turning Points informative essay and turn in Draft assignment.

Per. 3 (10:03-10:51)

Learning Target copy

 

Learning Target: Students will be able to deliver an effective oral performance of a script or story.

Reader’s Theater #2

  • Groups perform skits
  • Audience rates performers
December 8 2017

Friday 12/8/17 – Language Arts

Good Morning, Class!

Please take out:

  • independent reading book
  • SS Turning Points (white book)
  • Chromebook

Per. 1 (8:15-9:09)

Learning Target copy

 

Learning Target: Students will be able to sustain attention and focus on independent reading the entire time.

  • Independent Reading

Per. 2 (9:12-10:00)

Body Paragraphs and Transitions

Learning Target copy

Learning Target: Students will be able to craft a body paragraph and use transitions to clarify relationships among ideas in informative/explanatory writing.

Extended Writing Project – Body Paragraphs and Transitions

Define

  • Why is it so important to begin your body paragraphs with a topic sentence? What purpose does it serve?
  • How can the quality of the evidence presented impact your writing? What types of evidence can you use in a body paragraph?
  • Why do you need to analyze and explain your evidence?
  • What should you do in your conclusion sentence? Why is this sentence important?
  • According to the definition, what are transitions? How can specific transition words and phrases help readers recognize the organizational structure of a text? How do transitions provide coherence in a text?

Model

  • What evidence is used in the first body paragraph to support the topic sentence?
  • What is the purpose of the last line in the first body paragraph?
  • What is the first bold transition word that is pointed out in the excerpt from the Student Model? What type of organizational text structure does this phrase suggest? What are some other words and phrases that indicate a compare-contrast structure?

Your Turn

  • Partners read the paragraphs and discuss questions
  • Share out whole class

Write

  • Draft the first body paragraph for your informative/explanatory essay
  • Do two peer reviews when finished, providing specific suggestions for improvement

Homework:

  1. Read 25+ pages and log on Biblionasium:
    1. Book title
    2. Page #s you read (p. ____ to p. ____)
    3. Big Thing that Happened (1-2 sentences: Who? What? When? Where?) + 1 question, prediction, inference, connection, visualization, or new word and how you guessed its meaning

Per. 3 (10:03-10:51)

Learning Target copy

 

Learning Target: Students will be able to deliver an effective oral performance of a script or story.

Reader’s Theater Practice

  • Move desks to center of room
  • Have five groups rehearse their reader’s theater scripts for performing on Monday
December 7 2017

Thursday 12/7/17 – Language Arts

Good Morning, Class!

Please take out:

  • pencil

Per. 3 (9:33-10:47) – Speech and Debate

Learning Target copy

 

Learning Target: Students will be able to debate a topic using relevant evidence to support their claims.

Should Schools Sell Junk Food?

  • Read article
  • Discuss vocab
  • Review claims
  • Create own claim or choose one that is already there
  • Gather evidence from text and prior knowledge/experience to support your claim
  • Table groups debate

Per. 1 (11:36-12:50) – Language Arts

Please take out:

  • SS Turning Points (white book)
  • Chromebook

Learning Target copy

 

Learning Target: Students will be able to craft effective introductions in informative/explanatory writing.

Define

  • Why is it important for the writer to introduce the topic at the beginning of a text?
  • Why is the introduction the place to present your thesis or main idea?
  • Give an example of a hook from a text you have read that captured your attention and made you want to keep reading.

Model

  • According to the Model, how might an author use the introduction to introduce the topic?
  • What sentence in the introduction to I Never Had it Made identifies the topic?
  • What is a thesis?
  • Does this introduction to I Never Had it Made explicitly state the thesis, or only hint at it?
  • What hint does Robinson give the reader?
  • What is a “hook”?
  • According to the Model, what are some ways that writers can hook a reader?
  • How does Robinson “hook” the reader in his introduction?

Your Turn

  • Read and discuss with your partner before selecting the best answer choices

Write

  • Draft your introduction paragraph following the directions in the assignment

Homework:

  1. Read 25+ pages and log on Biblionasium:
    1. Title
    2. p. ____ to p. ____
    3. Big Thing that Happened (1-2 sentences: Who? What? When? Where?) + 1 question, prediction, inference, connection, visualization, or new word and how you guessed its meaning
  2. Finish writing introduction paragraph for informative essay
December 6 2017

Wednesday 12/6/17 – Math

Good Morning, Class!

Please take out:

  • independent reading book
  • Chromebook

Per. 2 (8:15-9:29)

Learning Target copy

 

Learning Target: Students will be able to sustain attention and focus on independent reading the entire time.

  • Independent Reading

 

Learning Target copy

 

Learning Target: Students will be able to learn a variety of strategies for writing a hook for an introduction paragraph.

 

Extended Writing Project – Creating a Great Hook

Homework:

  1. Read 25+ pages and log on Biblionasium:
    1. Title
    2. p. ____ to p. ____
    3. Big Thing that Happened (1-2 sentences: Who? What? When? Where?) + 1 question, prediction, inference, connection, visualization, or new word and how you guessed its meaning

Advisory (9:33-10:21)

Finish Anti-Bullying Poster for Contest

When finished, go back to Personal Timeline Project