WEEK OF MAY 13th - 17th
MONDAY: STAAR MATH
TUESDAY: STAAR READING
WEDNESDAY & THURSDAY:
Review “Sound of Music” packet:
*Austria: Info. about location/ The Third Reich
*True story of the Von Trapp Family w/ questions
*Music with meaning from the movie
*Venn Diagram: Maria and Captain Von Trapp
*Characterization
*Movie
FRIDAY:
READ IN (Possibly outside if weather permits)
My kids can bring snacks, drinks, blankets
MONDAY: STAAR MATH
TUESDAY: STAAR READING
WEDNESDAY & THURSDAY:
Review “Sound of Music” packet:
*Austria: Info. about location/ The Third Reich
*True story of the Von Trapp Family w/ questions
*Music with meaning from the movie
*Venn Diagram: Maria and Captain Von Trapp
*Characterization
*Movie
FRIDAY:
READ IN (Possibly outside if weather permits)
My kids can bring snacks, drinks, blankets
MAJOR 9 WEEK ASSIGNMENT: BOOK CLUB INFOGRAPHIC (ADOBE SPARK PAGE)
DUE MAY 10th
LESSON PLANS FOR APRIL 8th through MAY 3rd = SPRING BOOK CLUBS
LESSON PLANS FOR WEEK OF APRIL 8th-12th
MONDAY:
*STAAR VOC. WEEK 1
*MEET YOUR BOOK CLUB/FILL OUT WEEKLY CALENDAR/ HOW MANY PAGES/CHAPTERS YOU NEED TO READ EACH WEEK TO BE DONE BY MAY 3rd
*FINISH WRITING YOUR SECOND POEM/ DUE TUES. 4PM
*SILENT READING
TUESDAY:Students need to meet me in room 302
POETRY TEST (MAKE A SPARK PAGE
OUTLINE OF WHAT NEEDS TO BE INCLUDED AND AN EXAMPLE OF AUTHOR’S PAGE)
*FINISH SECOND POEM AND TURN IT IN BY 4PM
*STUDENTS CAN READ SILENTLY
WEDNESDAY: NO LIBRARY!
*BOOK CLUBS: GET TO KNOW YOUR GROUP/ WORK TOGETHER AS A TEAM: TRAVEL TO THE MOON ACTIVITY
*MAKE BOOK CLUB GUIDELINES/ DISCUSSION PROCEDURES/ FILL OUT SHEET AND SIGN
*BOOK CLUB READ TIME!
THURSDAY:FRED ALL DAY IN CLASS!
*SHOW STUDENTS THE WEEKLY SCHEDULE THAT WE WILL FOLLOW STARTING THE NEXT WEEK
*SHOW STUDENTS THE ADOBE PAGE THEY WILL BE WORKING ON AS THEY READ = INFOGRAPHIC (MAJOR TEST GRADE)
*WEEK #1 STAAR VOC. QUIZLET LIVE
FRIDAY:
*STAAR VOC. WEEK 1 QUIZ
*STAAR PRACTICE READING
*BOOK CLUBS READ
MONDAY:
*STAAR VOC. WEEK 1
*MEET YOUR BOOK CLUB/FILL OUT WEEKLY CALENDAR/ HOW MANY PAGES/CHAPTERS YOU NEED TO READ EACH WEEK TO BE DONE BY MAY 3rd
*FINISH WRITING YOUR SECOND POEM/ DUE TUES. 4PM
*SILENT READING
TUESDAY:Students need to meet me in room 302
POETRY TEST (MAKE A SPARK PAGE
OUTLINE OF WHAT NEEDS TO BE INCLUDED AND AN EXAMPLE OF AUTHOR’S PAGE)
*FINISH SECOND POEM AND TURN IT IN BY 4PM
*STUDENTS CAN READ SILENTLY
WEDNESDAY: NO LIBRARY!
*BOOK CLUBS: GET TO KNOW YOUR GROUP/ WORK TOGETHER AS A TEAM: TRAVEL TO THE MOON ACTIVITY
*MAKE BOOK CLUB GUIDELINES/ DISCUSSION PROCEDURES/ FILL OUT SHEET AND SIGN
*BOOK CLUB READ TIME!
THURSDAY:FRED ALL DAY IN CLASS!
*SHOW STUDENTS THE WEEKLY SCHEDULE THAT WE WILL FOLLOW STARTING THE NEXT WEEK
*SHOW STUDENTS THE ADOBE PAGE THEY WILL BE WORKING ON AS THEY READ = INFOGRAPHIC (MAJOR TEST GRADE)
*WEEK #1 STAAR VOC. QUIZLET LIVE
FRIDAY:
*STAAR VOC. WEEK 1 QUIZ
*STAAR PRACTICE READING
*BOOK CLUBS READ
LESSON PLANS FOR WEEK OF APRIL 1st - 5th
MONDAY:
2. Find Two Poems (songs) that are meaningful to you/ copy & paste
in Google Docs.
3. Study Poetry Vocabulary Quizlet/ Quiz on Thurs.
4. Silent Reading
TUESDAY:
WEDNESDAY:
THURSDAY: (Sub)
FRIDAY:
MONDAY:
- Finish Emotion Poem/ Level Two
2. Find Two Poems (songs) that are meaningful to you/ copy & paste
in Google Docs.
3. Study Poetry Vocabulary Quizlet/ Quiz on Thurs.
4. Silent Reading
TUESDAY:
- Slam Poetry Videos
- Analysis of song lyrics/ partner worksheet
WEDNESDAY:
- Take your original name poem/ Revise & Edit to a Level Two
- Poetry Vocabulary Quizlet Live
THURSDAY: (Sub)
- Poetry Voc. Quiz in Google Classroom
- STAAR/ Poetry Analysis
- Silent Reading
FRIDAY:
- Silent Reading
- Grade yesterday’s STAAR Poetry Analysis
- Read Revised “Name Poems” to one another
PRE-AP BOOK CLUBS 2019
PURCHASE YOUR BOOK BY MARCH 30th
Scythe Group I
1st =Grady, Harrison, Conner, Veronica, Raina
2nd =Katie K. , Helena, Payton, Cate, Casey G.
5th =Luke, Sriki, Andy, Max
6th =Keegan, Mason, Spencer, Adam
Scythe Group II
1st =Kit Kat, Nicole, Elle, Emma, Charlotte
2nd =Crockett, Atalie, Harsha, Caitlin, Devan, Naledi
Prisoner B-3087 Group I
1st =Evan, Cooper, Chloe, Daniel, Quinn, Killian
2nd =Lily, Madeleine, Isa. Jacob
5th =Sid, Charlotte, Kennedy, Raquel
6th = Calleigh, Davis, Charlie, Mahum, Saman
Prisoner B-3087 Group II
2nd =Grant, Nickie, Itzel, Gideon
6th =Natalie, Ava, Ivan
Ready Player One Group I
1st =Griffin, Nathan, William, Adam,
Gaby T., Maggie
2nd =Michael, Sabrina, Siena
5th =Ian, Alex V., Mari, Riya, Shrey, Sam
6th =Joseph, Dylan, Cam
Ready Player One Group II
2nd =Sarai, Saige, Casey W., Lucy X.
5th =Cynthia, David, Lucy C., Keith, Maddie L.
6ht =Carter, Elizabeth, Hazel, Valerie, Marc
Peak
1st =Spencer, Bennett, Emmerson
2nd =Julia, Eva, Evan
The Scourge
1st =Gaby M. Brynn, Reece
5th =Annie, Andrew, Uma
Wild Bird
5th =Lucy Z., Molly, Brett, Skyler, Xander S.
6th =Jacquie, Kate H., Jenica
Life as We Knew It
6th =Declan, Mallory, Aman, Miles, Charlie
PURCHASE YOUR BOOK BY MARCH 30th
Scythe Group I
1st =Grady, Harrison, Conner, Veronica, Raina
2nd =Katie K. , Helena, Payton, Cate, Casey G.
5th =Luke, Sriki, Andy, Max
6th =Keegan, Mason, Spencer, Adam
Scythe Group II
1st =Kit Kat, Nicole, Elle, Emma, Charlotte
2nd =Crockett, Atalie, Harsha, Caitlin, Devan, Naledi
Prisoner B-3087 Group I
1st =Evan, Cooper, Chloe, Daniel, Quinn, Killian
2nd =Lily, Madeleine, Isa. Jacob
5th =Sid, Charlotte, Kennedy, Raquel
6th = Calleigh, Davis, Charlie, Mahum, Saman
Prisoner B-3087 Group II
2nd =Grant, Nickie, Itzel, Gideon
6th =Natalie, Ava, Ivan
Ready Player One Group I
1st =Griffin, Nathan, William, Adam,
Gaby T., Maggie
2nd =Michael, Sabrina, Siena
5th =Ian, Alex V., Mari, Riya, Shrey, Sam
6th =Joseph, Dylan, Cam
Ready Player One Group II
2nd =Sarai, Saige, Casey W., Lucy X.
5th =Cynthia, David, Lucy C., Keith, Maddie L.
6ht =Carter, Elizabeth, Hazel, Valerie, Marc
Peak
1st =Spencer, Bennett, Emmerson
2nd =Julia, Eva, Evan
The Scourge
1st =Gaby M. Brynn, Reece
5th =Annie, Andrew, Uma
Wild Bird
5th =Lucy Z., Molly, Brett, Skyler, Xander S.
6th =Jacquie, Kate H., Jenica
Life as We Knew It
6th =Declan, Mallory, Aman, Miles, Charlie
WEEK OF MARCH 11th - 15th
Week of DRAMA!
DRAMA VOCABULARY: (DONE)
QUIZLET https://quizlet.com/286797862/staar-drama-vocabulary-flash-cards/
GOOGLE FORM QUIZ
BEHIND THE SCENES: WHAT DOES IT TAKE TO MAKE A PLAY/ MOVIE (DONE)
BEHIND THE SCENES OF TWO BROADWAY SHOWS/MOVEIS:
1. ALADDIN:
2. THE LION KING:
3. BEHIND THE SCENES OF MAKING A MOVIE: JURASSIC WORLD
DRAMA ACTIVITIES:
1. PLAY ONE: WHOLE CLASS = SPEEDY RACER (TPT) (DONE)
Pass out/ assign parts/ read through it
2. PLAYS WITH SMALL GROUPS: GREEK MYTHOLOGY READERS’ THEATER (TPT) (MONDAY & TUESDAY)
Assign groups/ pass out scripts/ give groups time to practice/ have groups perform
3. STAAR PRACTICE DRAMAS: STAAR RELEASED TESTS ( THURSDAY & FRIDAY)
“The Emperor and the Nightingale”
“For Deanna’s Eyes Only!”
4. STAAR READING REVIEW QUESTIONS (WEDNESDAY)
5. DRAMA MINI PRACTICE PLAYS/QUESTIONS (WEDNESDAY & THURSDAY)
Week of DRAMA!
DRAMA VOCABULARY: (DONE)
QUIZLET https://quizlet.com/286797862/staar-drama-vocabulary-flash-cards/
GOOGLE FORM QUIZ
BEHIND THE SCENES: WHAT DOES IT TAKE TO MAKE A PLAY/ MOVIE (DONE)
BEHIND THE SCENES OF TWO BROADWAY SHOWS/MOVEIS:
1. ALADDIN:
2. THE LION KING:
3. BEHIND THE SCENES OF MAKING A MOVIE: JURASSIC WORLD
DRAMA ACTIVITIES:
1. PLAY ONE: WHOLE CLASS = SPEEDY RACER (TPT) (DONE)
Pass out/ assign parts/ read through it
2. PLAYS WITH SMALL GROUPS: GREEK MYTHOLOGY READERS’ THEATER (TPT) (MONDAY & TUESDAY)
Assign groups/ pass out scripts/ give groups time to practice/ have groups perform
3. STAAR PRACTICE DRAMAS: STAAR RELEASED TESTS ( THURSDAY & FRIDAY)
“The Emperor and the Nightingale”
“For Deanna’s Eyes Only!”
4. STAAR READING REVIEW QUESTIONS (WEDNESDAY)
5. DRAMA MINI PRACTICE PLAYS/QUESTIONS (WEDNESDAY & THURSDAY)
WEEK OF MARCH 4th - 8th NO HOMEWORK!
MONDAY:
*Quizlet Live (practice drama voc.)
*Drama Voc. Quiz
*Reading Strategies: groups look over common assessment from 2 weeks ago/ help one another figure out why specific questions were missed
TUESDAY:
*Finish going over common assessment
*Partner practice reading passage
WEDNESDAY:
*LIBRARY/ RETEST COMMON ASSESSMENT for those who want to replace his/her common assessment grade
THURSDAY:
*Drama discussion
*Drama: read as a class
FRIDAY:
CELEBRATE WEST RIDGE / OUTSIDE FUN! PAY ON LINE:)
*FINAL COPY PERSUASIVE ESSAY DUE TUESDAY!
*DRAMA VOCABULARY in GOOGLE CLASSROOM QUIZLET practice words for TEST on Mon. March 4th
*DRAMA VOCABULARY in GOOGLE CLASSROOM QUIZLET practice words for TEST on Mon. March 4th
THESIS STATEMENTS WRITTEN BY 6th GRADE STUDENTS
Kit Kat = Vaping is just as harmful as smoking because it can cause cancer, pollute our beautiful earth, and e-cigarettes can possibly explode while you are using them.
Brynn = Advertising companies are hurting girls with excessively thin models which can cause eating disorders, causes self-confidence in girls to plummet, and feeds the idea you have to be thin to be happy.
Shrey = Healthier school lunches are a necessity for keeping kids healthy because the will present better choices for vegetarians, help keep parents and kids happy, and most important, lower childhood obesity.
Alex V. = Letter grades should be eradicated from the school system because letter grades can be confusing, they can create an atmosphere of competition among students, and can cause embarrassment or bullying.
Lucy Z. = I believe texting while driving, even at a stop light, should be banned because it kills thousands per year, your brain can’t multitask as easily as you think it can, and destroys people’s lives.
Annie = I believe all schools should provide lockers for their students because it would help reduce back pain injuries, saves parents money from buying multiple backpacks, and saves children from missing out on things they love in future adulthood.
Skyler = I believe kids should be introduced to many different types of extracurricular activities because not only does that open new doors to possible hobbies, but it gives you the opportunity to try something you might end up loving, and meet other people.
INTRODUCTORY PARAGRAPH: PERSUASIVE ESSAY
(HOOK)
As you lay your head on your soft clean pillow, and snuggle down under those comfy blankets each night, there are at least two hundred and fifty children in the Austin area who don’t have a safe, warm bed to sleep in. (details that explain the purpose of hook) They are praying they can get a bed at a local homeless shelter, or sleep on someone’s couch, or in an old, run down car. It’s pretty hard to imagine this tragedy happens so close to home, but it does. You, however, have the ability to make a difference. (thesis statement)
I believe every member of our amazing Austin community has a responsibility, either great or small, to get involved with our homeless population by giving a little bit of your treasures, time or talent.
HOOK:
An essay hook is the first one or two sentences of your essay. It serves as an introduction and works to grab the reader's attention. The first couple sentences will help your reader decide whether they want to continue reading your essay or not.
Here are a few examples of each type of hook.
*(DECLARATION) Peanut butter and jelly sandwiches are the best type of sandwich (YOUR REASONS WHY) because they are versatile, easy to make, and taste good.
*(DECLARATION) I believe every member of our amazing Austin community has a responsibility, either great or small, to get involved with our homeless population (YOUR REASONS HOW) by giving a little bit of your treasures, time or talent.
*(DECLARATION) C.S. Lewis’s Chronicles of Narnia series is one of the richest works of the 20th century because (YOUR REASONS WHY) it offers an escape from reality, teaches readers to have faith even when they don’t understand, and contains a host of vibrant characters.
*(DECLARATION) Americans should add exercise to their daily morning routine because (YOUR REASONS WHY) it not only keeps their bodies at a healthy weight, but also reduces the risk of high blood pressure.
Composing a thesis statement does take a bit more thought than many other parts of an essay. However, because a thesis statement can contain an entire argument in just a few words, it is worth taking the extra time to compose this sentence. It can direct your research and your argument so that your essay is tight, focused, and makes readers think.
(HOOK)
As you lay your head on your soft clean pillow, and snuggle down under those comfy blankets each night, there are at least two hundred and fifty children in the Austin area who don’t have a safe, warm bed to sleep in. (details that explain the purpose of hook) They are praying they can get a bed at a local homeless shelter, or sleep on someone’s couch, or in an old, run down car. It’s pretty hard to imagine this tragedy happens so close to home, but it does. You, however, have the ability to make a difference. (thesis statement)
I believe every member of our amazing Austin community has a responsibility, either great or small, to get involved with our homeless population by giving a little bit of your treasures, time or talent.
HOOK:
An essay hook is the first one or two sentences of your essay. It serves as an introduction and works to grab the reader's attention. The first couple sentences will help your reader decide whether they want to continue reading your essay or not.
Here are a few examples of each type of hook.
- Question Hook. A question hook is when you ask the reader something that they can visualize and try to think of in their own minds. ...
- Quotation Hook. A quotation hook is when a quote is used and explained that has relevance to the topic at hand. ...
- Statistic Hook. … (something shocking)
- Anecdotal Hook. (short, short story)
*(DECLARATION) Peanut butter and jelly sandwiches are the best type of sandwich (YOUR REASONS WHY) because they are versatile, easy to make, and taste good.
*(DECLARATION) I believe every member of our amazing Austin community has a responsibility, either great or small, to get involved with our homeless population (YOUR REASONS HOW) by giving a little bit of your treasures, time or talent.
*(DECLARATION) C.S. Lewis’s Chronicles of Narnia series is one of the richest works of the 20th century because (YOUR REASONS WHY) it offers an escape from reality, teaches readers to have faith even when they don’t understand, and contains a host of vibrant characters.
*(DECLARATION) Americans should add exercise to their daily morning routine because (YOUR REASONS WHY) it not only keeps their bodies at a healthy weight, but also reduces the risk of high blood pressure.
Composing a thesis statement does take a bit more thought than many other parts of an essay. However, because a thesis statement can contain an entire argument in just a few words, it is worth taking the extra time to compose this sentence. It can direct your research and your argument so that your essay is tight, focused, and makes readers think.
COUNTER ARGUMENT
https://youtu.be/BNh7O7vbbGw
Counter Argument/ Rebuttal
A counter argument is a viewpoint that opposes your main argument. Counter arguments are part of good persuasive writing and speaking strategy because they show that you've considered other points of view. They also set up the chance to refute
(rebuttal) the opposition and show why your position is the right one to have.
A child may argue for a dog. The parents remind the child his sister is allergic to dogs. The boy uses the counter argument that she has been around some dogs without any problems. He is ready for each argument against the dog, perhaps stating there are breeds of dogs that are hypoallergenic. He may also argue that a dog will build up the sister's tolerance.
Mrs. Washburn’s Counter Argument Example:
(transition) (Counter Argument)
Nevertheless, I know what many of you may still be thinking; The homeless need to learn to help themselves. If we keep supporting them, they won’t learn how to be self-sufficient. Well, for a slim few, this might be true, and I do mean slim. (Rebuttal) A recent study done by the American Red Cross, shows that over 83% of homeless people have either had a major personal tragedy, like the loss of a job, death of a loved one who helped support them, or a serious mental illness. Some of those mental illnesses were caused by experiencing war first hand while serving a tour in our military. Most of us are lucky that we won’t have to worry about facing homelessness. However, why not share our blessings with others who are in need of a little support?
https://youtu.be/BNh7O7vbbGw
Counter Argument/ Rebuttal
A counter argument is a viewpoint that opposes your main argument. Counter arguments are part of good persuasive writing and speaking strategy because they show that you've considered other points of view. They also set up the chance to refute
(rebuttal) the opposition and show why your position is the right one to have.
A child may argue for a dog. The parents remind the child his sister is allergic to dogs. The boy uses the counter argument that she has been around some dogs without any problems. He is ready for each argument against the dog, perhaps stating there are breeds of dogs that are hypoallergenic. He may also argue that a dog will build up the sister's tolerance.
Mrs. Washburn’s Counter Argument Example:
(transition) (Counter Argument)
Nevertheless, I know what many of you may still be thinking; The homeless need to learn to help themselves. If we keep supporting them, they won’t learn how to be self-sufficient. Well, for a slim few, this might be true, and I do mean slim. (Rebuttal) A recent study done by the American Red Cross, shows that over 83% of homeless people have either had a major personal tragedy, like the loss of a job, death of a loved one who helped support them, or a serious mental illness. Some of those mental illnesses were caused by experiencing war first hand while serving a tour in our military. Most of us are lucky that we won’t have to worry about facing homelessness. However, why not share our blessings with others who are in need of a little support?
CONCLUSION PARAGRAPH
Persuasive Conclusions Purpose:
– clearly connects introduction and body of the paper.
– gives a sense of completion.
– does more than restate your arguments and position.
– gives the reader something to think about.
Mrs. Washburn’s example:
(transition)As you can see, there are many different ways for you to help the homeless population here in Austin, Texas. (Thesis restated)Giving of your treasures, time and talent can be the ONE thing someone in need is looking for to change a difficult situation into a positive one! (Call to Action)I encourage you to donate to Austin Shelter for Women and Children or Austin Resource Center for the Homeless - ARCH orCasa Marianella . All of these local shelters are in need of help. One of life’s greatest rewards is watching the joy on someone’s face when you take the time to serve or work along with them. Join the movement in making Austin one of the best cities in the world!
Conclusions – Call to Action
• Include a final appeal to reinforce your argument.
• Clearly and forcefully state your desired action.
• Give information needed to take that recommended action. Add a website where one could go to get more information or gives information on how to get involved.
Examples:
žI encourage you to...
žI urge you to...
žTake action against...by
žProtest...
žWrite to_________ to encourage....
žCall __________ to encourage...
žDo not hesitate....
žRemember...
UPCOMING EVENTS AND CHANGE OF DATES:
1. FEB. 12th = 6th grade READING COMMON ASSESSMENT
2. FEB. 22nd = WRMS MEDIEVAL DAY!
3. FEB. 26th = FINAL COPY PERSUASIVE ESSAY DUE (used to be Feb. 22nd)
4. MARCH 1st = 6th grade only FIELD TRIP/ MOVIE/ PARK
5. MARCH 8th = CELEBRATE WEST RIDGE
1. FEB. 12th = 6th grade READING COMMON ASSESSMENT
2. FEB. 22nd = WRMS MEDIEVAL DAY!
3. FEB. 26th = FINAL COPY PERSUASIVE ESSAY DUE (used to be Feb. 22nd)
4. MARCH 1st = 6th grade only FIELD TRIP/ MOVIE/ PARK
5. MARCH 8th = CELEBRATE WEST RIDGE
PERSUASIVE ESSAY OUTLINE: 6 paragraphs
WEEK OF JAN. 22nd - JAN. 25th
COMMERCIAL PROJECT
PRESENTATION DATE: FRIDAY, JAN. 25th
THIS IS THE DATE YOUR COMMERCIAL WILL BE SHOWN IN CLASS FOR A MAJOR GRADE!
GROUP MEMBERS:
1. __________________________ 3. ____________________________
2. __________________________ 4. ____________________________
BE CREATIVE! YOU MAY CREATE A PRODUCT OR USE AN EXISTING PRODUCT. ALL PRODUCTS MUST FALL UNDER THE TOPICS OF:
SPORTS APPAREL SCHOOL-RELATED
DAY ONE: Brainstorm/ Decide on Product / Start writing Script/ Start designing your Visual/ decide on any “extras” background music/ special effects etc…. Do you need to bring anything from home for your commercial? LOOK OVER commercial rubric!
Your commercial MUST use ETHOS, PATHOS AND LOGOS!
DAY TWO: Finalize Script. and get it signed by your teacher/ Make sure you have a visual of your product/ start practicing your commercial, so you are ready to record it on day three.
DAY THREE: RECORD YOUR VIDEO!
DAY FOUR: Show video to the class for a MAJOR GRADE!
COMMERCIAL PROJECT
PRESENTATION DATE: FRIDAY, JAN. 25th
THIS IS THE DATE YOUR COMMERCIAL WILL BE SHOWN IN CLASS FOR A MAJOR GRADE!
GROUP MEMBERS:
1. __________________________ 3. ____________________________
2. __________________________ 4. ____________________________
BE CREATIVE! YOU MAY CREATE A PRODUCT OR USE AN EXISTING PRODUCT. ALL PRODUCTS MUST FALL UNDER THE TOPICS OF:
SPORTS APPAREL SCHOOL-RELATED
DAY ONE: Brainstorm/ Decide on Product / Start writing Script/ Start designing your Visual/ decide on any “extras” background music/ special effects etc…. Do you need to bring anything from home for your commercial? LOOK OVER commercial rubric!
Your commercial MUST use ETHOS, PATHOS AND LOGOS!
DAY TWO: Finalize Script. and get it signed by your teacher/ Make sure you have a visual of your product/ start practicing your commercial, so you are ready to record it on day three.
DAY THREE: RECORD YOUR VIDEO!
DAY FOUR: Show video to the class for a MAJOR GRADE!
3rd 9 weeks LESSONS AND ACTIVITIES
WEEK OF JAN. 8th - 11th - 2019
***HOMEWORK FOR THIS WEEK: INDEX CARD GOAL
TUESDAY:
*Choose new seats
*Welcome back!
*Discuss Lexile scores: show video
*Show them the Lexile chart/Pass out Lexile score
sheet!
*Discuss the importance of SILENT READING: show
slide/ Review procedures of coming in silently and reading
*They MUST have a CHAPTER BOOK for 10 min. of
Silent Reading every day, starting Thurs. We are
going to the Library tomorrow!
*Read Silently the following article: “12 ACTIONS YOU CAN TAKE TO BECOME A BETTER PERSON AND A BETTER LEADER”
*INDEX CARD GOAL: I’m going to work on…. I need to work on...
WEDNESDAY:
*Library - Students need to select a chapter book for silent reading the first 10 min. of class.
*NEWSELA: Introduce students to Newsela/ students need to join class/ look over it together
*Check out books and read
THURSDAY:
*Silent Reading
*Pass back Lit. Letter and fill out goal sheet
*Sentence Structure / simple sent. / compound sent.
Powerpoint/ practice
*Newsela Time
FRIDAY:
*Silent Reading
*Sentence Structure/ compound sent. / complex sent.
Powerpoint practice
*Kahoot over Sent. structure
WEEKS OF NOV. 5th - DEC. 21st
PARENTS: Below is a calendar of the next 7 weeks of school. We will be busy reading THE REFUGEE and working through the following reading activities/concepts:
*ANTICIPATION GUIDE BEFORE READING
*SETTING ANALYSIS
*TYPES OF CONFLICT/ CONFLICT ANALYSIS
*CHARACTER ANALYSIS
*POINT OF VIEW/ POV ANALYSIS
*MOTIF & THEME
*PLOT ANALYSIS
*SUMMARY
*LEVEL QUESTIONS
*TEXT EVIDENCE MAJOR GRADE = 60%
*EFFECTS OF CONFLICT PACKET = MAJOR GRADE
*SYMBOLS/ SYMBOLISM BOOK TEST = MAJOR GRADE
*SUSPENSE AND WORD CHOICE ESSAY = MAJOR GRADE
*MOOD (requirements in Google Classroom)
*FIGURATIVE LANGUAGE
*ANALYZING FLASHBACKS
*COMPARE AND CONTRAST
*FORESHADOWING
*ANTICIPATION GUIDE AFTER READING
*ANTICIPATION GUIDE BEFORE READING
*SETTING ANALYSIS
*TYPES OF CONFLICT/ CONFLICT ANALYSIS
*CHARACTER ANALYSIS
*POINT OF VIEW/ POV ANALYSIS
*MOTIF & THEME
*PLOT ANALYSIS
*SUMMARY
*LEVEL QUESTIONS
*TEXT EVIDENCE MAJOR GRADE = 60%
*EFFECTS OF CONFLICT PACKET = MAJOR GRADE
*SYMBOLS/ SYMBOLISM BOOK TEST = MAJOR GRADE
*SUSPENSE AND WORD CHOICE ESSAY = MAJOR GRADE
*MOOD (requirements in Google Classroom)
*FIGURATIVE LANGUAGE
*ANALYZING FLASHBACKS
*COMPARE AND CONTRAST
*FORESHADOWING
*ANTICIPATION GUIDE AFTER READING
OCT. 29th - NOV. 2nd PRE-AP LESSON PLANS
MONDAY:
*SWITCH SEATS!
*FILL OUT PLANNERS
*CHECK LOB’S GIRL PACKET
*REVIEW FOR TEST TUESDAY
TUESDAY:
*LOB’S GIRL TEST
*READ SHORT STORY “DOCTOLA”
*COMPARE/CONTRAST STORIES
WEDNESDAY:
SCARY STORIES!!!
*HALLOWEEN BLOOPERS!
THURSDAY:
*LEVEL QUESTIONS/ SLIDE SHOW
*QUIZLET LIVE ON PLOT VOC.
FRIDAY:
*PLOT VOC. TEST
*STUDENTS PRACTICE WRITING LEVEL QUESTIONS
WEEK OF OCT. 22nd - OCT. 26TH
Please see calendar below.
HOMEWORK: PLOT VOC. (17 WORDS) TEST NOV. 2nd
Please see calendar below.
HOMEWORK: PLOT VOC. (17 WORDS) TEST NOV. 2nd
EXAMPLE OF A PLOT MAP COMPLETED
OCT. 15th-19th PRE-AP ELA LESSON PLANS
MONDAY:
*VOC. TEST FROM LAST WEEK/LISTS 1-7
*NO NEW VOC. THIS WEEK….WE ARE DONE UNTIL OCT. 22nd
*RETURN PERSONAL NARR. WRITING:
*REVIEW COMMONLY CONFUSED WORDS ANSWERS
TUESDAY:
*PLOT VOC./ DISCUSS WHILE REVIEW PLOT DIAGRAM
*FILL OUT PLOT MAP USING ARON RALSTON STORY
*DISCUSS CHARACTER TRAITS
WEDNESDAY:
*LOB’S GIRL short story
*PASS Lob’s Girl Literature Guide
*REVIEW LESSONS:
-Voc.
-Plot Log
-Plot Map
-Characterization with Text Evidence
-Setting
-Theme
-Mood
-Foreshadowing
THURSDAY & FRIDAY
*Students will work through reading Lob’s Girl and the lessons above:) This packet does NOT need to be done until Thursday, Oct. 26th!
MONDAY:
*VOC. TEST FROM LAST WEEK/LISTS 1-7
*NO NEW VOC. THIS WEEK….WE ARE DONE UNTIL OCT. 22nd
*RETURN PERSONAL NARR. WRITING:
- Students write amazing sent. On butcher paper
- Students fill out Goal Sheet
- Students take writer’s notebook/assessment home to be signed
*REVIEW COMMONLY CONFUSED WORDS ANSWERS
TUESDAY:
*PLOT VOC./ DISCUSS WHILE REVIEW PLOT DIAGRAM
*FILL OUT PLOT MAP USING ARON RALSTON STORY
*DISCUSS CHARACTER TRAITS
WEDNESDAY:
*LOB’S GIRL short story
*PASS Lob’s Girl Literature Guide
*REVIEW LESSONS:
-Voc.
-Plot Log
-Plot Map
-Characterization with Text Evidence
-Setting
-Theme
-Mood
-Foreshadowing
THURSDAY & FRIDAY
*Students will work through reading Lob’s Girl and the lessons above:) This packet does NOT need to be done until Thursday, Oct. 26th!
OCT. 9th - 12th PRE-AP LESSON PLANS
MONDAY: NO SCHOOL
TUESDAY:
*Intro. New Voc./ List 7 in Google Classroom/ Quiz on Friday
*Review for Personal Narrative Assessment on Wednesday
*Figurative Lang. worksheet/ commonly confused words
*SILENT READING
WEDNESDAY:
*Personal Narrative Assessment
*SILENT READING
*QUIZLET
THURSDAY:
*SILENT READING
*Read SHORT STORY/answer questions
*QUIZLET
FRIDAY:
*VOC. QUIZ LIST 1-7
READ IN!
Students can bring:
-pillow
-blanket
-snacks
-beverage of choice
We are going to READ, READ, AND READ the entire 52 min. Of class!!!!
PRE-AP PERSONAL NARRATIVE RUBRIC
Oct. 1st-5th Pre-AP LESSON PLANS
*FINAL COPY OF PERSONAL NARR. DUE FRIDAY!
MONDAY:
*Voc. List 6 in Google Classroom/ Quizlet/ VOC. QUIZ FRI.
*PLANNERS! Go over Expectations with all classes!
*Review Personal Narr. Rubric/ *What I liked about your P.N. / *What you need to work on:
*Switch & Score/ each student will read and score 3 other personal narratives
TUESDAY/ WEDNESDAY/ THURSDAY:
*Finish scoring personal narratives
*Students will use information from peers to revise and edit his/her personal narrative
*Student can sign up to conference with me all week long!!!!
***FINAL COPY OF PERSONAL NARRATIVE IS DUE ON FRIDAY WHEN YOU WALK INTO CLASS! PRINT THE DAY BEFORE HERE AT SCHOOL OR AT HOME, THURS. NIGHT!
FRIDAY:
*QUIZLET LIVE TIME!
*Voc. Quiz over Lists 1-6 / 30 stems total
*The AMAZING BRAIN! (Finally)
*FINAL COPY OF PERSONAL NARR. DUE FRIDAY!
MONDAY:
*Voc. List 6 in Google Classroom/ Quizlet/ VOC. QUIZ FRI.
*PLANNERS! Go over Expectations with all classes!
*Review Personal Narr. Rubric/ *What I liked about your P.N. / *What you need to work on:
*Switch & Score/ each student will read and score 3 other personal narratives
TUESDAY/ WEDNESDAY/ THURSDAY:
*Finish scoring personal narratives
*Students will use information from peers to revise and edit his/her personal narrative
*Student can sign up to conference with me all week long!!!!
***FINAL COPY OF PERSONAL NARRATIVE IS DUE ON FRIDAY WHEN YOU WALK INTO CLASS! PRINT THE DAY BEFORE HERE AT SCHOOL OR AT HOME, THURS. NIGHT!
FRIDAY:
*QUIZLET LIVE TIME!
*Voc. Quiz over Lists 1-6 / 30 stems total
*The AMAZING BRAIN! (Finally)
Parents, Here are some 6th grade Pre-AP personal narratives. I am posting these here to show you what I am expecting your 6th grade student to produce for me. They have used these papers, and others as mentor texts.
PRE-AP PERSONAL NARRATIVE EXAMPLES
PRE-AP PERSONAL NARRATIVE EXAMPLES
Sept. 24th - 28th Grade Level ELA/ Washburn
*We are taking one week off from 180 Days of Reading/ 2 weeks on, 1 week off
MONDAY:
*Silent Reading
*Intro. New Voc. List 5/ QUIZ over Lists 1-5 on Friday
*Introduce: 9 weeks’ writing assignment = Past/Present/Future Letter
TUESDAY:
*Silent Reading
*Start working on the “PAST” portion of the letter
WEDNESDAY:
*Library Day / Counselor is presenting a lesson
THURSDAY:
*MAP TESTING: READING
FRIDAY:
*Finish MAP TESTING
*Voc. Quiz over Lists 1-5
*Finish “PAST” portion of the letter
*We are taking one week off from 180 Days of Reading/ 2 weeks on, 1 week off
MONDAY:
*Silent Reading
*Intro. New Voc. List 5/ QUIZ over Lists 1-5 on Friday
*Introduce: 9 weeks’ writing assignment = Past/Present/Future Letter
TUESDAY:
*Silent Reading
*Start working on the “PAST” portion of the letter
WEDNESDAY:
*Library Day / Counselor is presenting a lesson
THURSDAY:
*MAP TESTING: READING
FRIDAY:
*Finish MAP TESTING
*Voc. Quiz over Lists 1-5
*Finish “PAST” portion of the letter
SEPT. 24th - 28th PRE-AP LESSON PLANS
MONDAY:
*Intro. New Voc. LIST 5 / QUIZ ON FRI. OVER LISTS 1-5
*Mini-lesson: HOOKS
*Personal Narr. / continue writing your rough draft
TUESDAY:
*Mini-lesson: TRANSITIONS
*Personal Narr. / continue writing your rough draft
WEDNESDAY:
*Library Day / Counselor is presenting a lesson
THURSDAY:
*MAP TESTING: READING
FRIDAY:
*Finish MAP Testing
*VOC. Quiz Lists 1-5
*Personal Narr. / Rough Draft is due Mon. Oct. 1st / TYPED AND PRINTED OUT! Put your number on your paper, not your name, so you can have others honestly score your paper.
Pre-AP/ This was an OPEN BOOK, 15 question quiz.
PRE-AP ELA ONLY: BOOK FOR SECOND 9 WEEKS = THE REFUGEE
GRADE LEVEL LESSON PLANS: SEPT. 17th - 21st
MONDAY:
*Fill out SCORE SHEET from previous week’s 180 DAYS READING! Discuss information/ Fluency check will continue this week.
*Start new 180 DAYS OF READING: Day 1 (We are going to use this program 2 weeks on, 1 week off.)
*LEVEL TWO QUESTIONS: Notes/ practice
*Into. New VOC./ LIST 4 / play Quizlet on your own/ QUIZ ON FRI. LISTS 1-4
TUESDAY:
*180 DAYS OF READING: DAY 2 / Get your folder on the back table
*SILENT READING
*LEVEL THREE QUESTIONS: Notes/practice with TEXT EVIDENCE
WEDNESDAY:
*Practice SUMMARY writing over short story
*SILENT READING/ CHECK OUT BOOKS
*CONTINUE FLUENCY RATE ASSESSMENT FOR EACH STUDENT
THURSDAY:
*180 DAYS OF READING: GET YOUR FOLDER
*SILENT READING
*PRACTICE ANSWER LEVEL QUESTIONS OVER SHORT STORY FROM WEDNESDAY
*QUIZLET LIVE (IF TIME ALLOWS, OR WE WILL DO IT FRIDAY BEFORE THE TEST!)
FRIDAY:
*180 DAYS OF READING: GET YOUR FOLDER
*VOC. QUIZ IN GOOGLE CLASSROOM
*SILENT READING
*FILL OUT THE 180 DAYS OF READING SCORE SHEET
*THE AMAZING BRAIN!
MONDAY:
*Fill out SCORE SHEET from previous week’s 180 DAYS READING! Discuss information/ Fluency check will continue this week.
*Start new 180 DAYS OF READING: Day 1 (We are going to use this program 2 weeks on, 1 week off.)
*LEVEL TWO QUESTIONS: Notes/ practice
*Into. New VOC./ LIST 4 / play Quizlet on your own/ QUIZ ON FRI. LISTS 1-4
TUESDAY:
*180 DAYS OF READING: DAY 2 / Get your folder on the back table
*SILENT READING
*LEVEL THREE QUESTIONS: Notes/practice with TEXT EVIDENCE
WEDNESDAY:
*Practice SUMMARY writing over short story
*SILENT READING/ CHECK OUT BOOKS
*CONTINUE FLUENCY RATE ASSESSMENT FOR EACH STUDENT
THURSDAY:
*180 DAYS OF READING: GET YOUR FOLDER
*SILENT READING
*PRACTICE ANSWER LEVEL QUESTIONS OVER SHORT STORY FROM WEDNESDAY
*QUIZLET LIVE (IF TIME ALLOWS, OR WE WILL DO IT FRIDAY BEFORE THE TEST!)
FRIDAY:
*180 DAYS OF READING: GET YOUR FOLDER
*VOC. QUIZ IN GOOGLE CLASSROOM
*SILENT READING
*FILL OUT THE 180 DAYS OF READING SCORE SHEET
*THE AMAZING BRAIN!
SEPT. 17th - 21st / PRE-AP / LESSON PLANS
MONDAY: REMINDER TO FINISH SEEDFOLKS BOOK BY WED.
*SILENT READING
*INTRO. LIST 4 VOC. in Google Classroom / QUIZ OVER LISTS 1-4 FRIDAY / USE QUIZLET in GC to study!
*SIGNIFICANT LIST: CHOOSE YOUR PERSONAL NARRATIVE TOPIC FROM THE 3 SIGNIFICANT LISTS
*REVIEW REQUIREMENTS OF A PERSONAL NARRATIVE/SCORE A “4”
TUESDAY:
*SILENT READING
*PERSONAL NARRATIVE: BEGIN WRITING ROUGH DRAFT
WEDNESDAY:
*SEEDFOLKS DISCUSSION: ENTIRE BOOK SHOULD BE COMPLETED!
*CHECK OUT BOOKS/ SILENT READING
THURSDAY:
*SILENT READING
*REVIEW PERSONAL NARRATIVE RUBRIC/ HOW TO SCORE A “4”
*STUDENTS CONTINUE WRITING THEIR PERSONAL NARRATIVE TO TAKE THROUGH THE ENTIRE WRITING PROCESS
*QUIZLET LIVE / QUIZ FRI. OVER LISTS 1-4
FRIDAY:
*VOC. QUIZ/ IN GOOGLE CLASSROOM
*SILENT READING
*STUDENTS WORK ON WRITING THEIR PERSONAL NARRATIVE ROUGH DRAFT
SEPT. 10th -14th / GRADE LEVEL LESSON PLANS
****WE ARE STARTING A READING PROGRAM:
180 DAYS OF READING
MONDAY:
*180 DAYS OF READING
*SILENT READING
*REVIEW QUESTIONS
*INTRODUCE NEW VOC. LIST 3 / QUIZ ON FRIDAY OVER LISTS 1-3
***LESSON: LEVEL QUESTIONS / use Aaron Ralston’s story to practice
TUESDAY:
*180 DAYS OF READING
*SILENT READING
*REVIEW QUESTIONS
***LESSON: LEVEL QUESTIONS / Continue learning how to write/answer LEVEL QUESTIONS
WEDNESDAY:
***LESSON: INDIVIDUAL FLUENCY RATE ASSESSED
*SILENT READING/ CHOOSE NEW BOOKS
*SMALL GROUP INSTRUCTION FOR THOSE STUDENTS WHO NEED HELP WITH 180 COMPREHENSION QUESTIONS
THURSDAY:
*180 DAYS OF READING
*SILENT READING
*REVIEW QUESTIONS
*MINI-LESSON: WRITING/ D.O.D.
FRIDAY:
*180 DAYS OF READING
*VOC. QUIZ OVER LISTS 1-3
*SILENT READING
*REVIEW QUESTIONS
*MINI-LESSON: WRITING/ D.O.D.
****WE ARE STARTING A READING PROGRAM:
180 DAYS OF READING
MONDAY:
*180 DAYS OF READING
*SILENT READING
*REVIEW QUESTIONS
*INTRODUCE NEW VOC. LIST 3 / QUIZ ON FRIDAY OVER LISTS 1-3
***LESSON: LEVEL QUESTIONS / use Aaron Ralston’s story to practice
TUESDAY:
*180 DAYS OF READING
*SILENT READING
*REVIEW QUESTIONS
***LESSON: LEVEL QUESTIONS / Continue learning how to write/answer LEVEL QUESTIONS
WEDNESDAY:
***LESSON: INDIVIDUAL FLUENCY RATE ASSESSED
*SILENT READING/ CHOOSE NEW BOOKS
*SMALL GROUP INSTRUCTION FOR THOSE STUDENTS WHO NEED HELP WITH 180 COMPREHENSION QUESTIONS
THURSDAY:
*180 DAYS OF READING
*SILENT READING
*REVIEW QUESTIONS
*MINI-LESSON: WRITING/ D.O.D.
FRIDAY:
*180 DAYS OF READING
*VOC. QUIZ OVER LISTS 1-3
*SILENT READING
*REVIEW QUESTIONS
*MINI-LESSON: WRITING/ D.O.D.
Pre-AP/ SEPT. 10th - 14th / Lesson Plans
MONDAY: REMINDER= READ SEEDFOLKS TO PG: 45
*SILENT READING
*INTRO. LIST 3 VOC. IN Google Classroom
*MINI-LESSON: FIGURATIVE LANG. NOTES/VIDEOS
TUESDAY:
*SILENT READING
*CLASS DISCUSSION SEEDFOLKS PAGES 1-45
*SEEDFOLKS: ASSIGN THE REST OF THE BOOK BY
SEPT. 18TH (There MIGHT be a pop quiz on the 18th!)
*D.O.D. (NEW ONE) PRACTICING FIGURATIVE LANG.
WEDNESDAY: LIBRARY DAY!
*2nd PARAGRAPH CORRECTION/ turn in
*CHOICE: Students can continue working on D.O.D. #2 from Tues. or Read Silently/ check out books
THURSDAY:
*SILENT READING
*REVIEW PARAGRAPH CORRECTION
*SIGNIFICANT LIST: CHOOSE ONE TO WRITE ABOUT
FRIDAY:
*QUIZLET LIVE
*VOC. TEST LIST 1-3/ SILENT READING
*THE AMAZING BRAIN!
Lesson Plans for Sept. 4th - 7th
Grade Level
Monday: No School
Tuesday:
- Silent Reading
- Intro. New Voc. in Google Classroom/ Quizlet
- Read “Aaron Ralston” story/ use the 6 Reading Strategies as we read/ write a BME summary
Wednesday: LIBRARY DAY:)
- Introduce LEVEL QUESTIONS using WOODSONG & AARON RALSTON stories/ students take notes/ practice writing LEVEL QUESTIONS
- Select new books/ Silent Reading
Thursday:
- Silent Reading
- Quizlet Live: practice for Voc. QUIZ Friday!
- LEVEL QUESTIONS: Continue understanding/writing questions over 2 stories
Friday:
- Voc. Quiz/ Silent Reading
- Discuss new reading program set up: How to/ Folders set up/ starting next week.
- The Amazing Brain
PRE-AP ONLY
SEEDFOLKS READING PLAN
MRS. WASHBURN’S PRE-AP ELA
Tuesday, Sept. 4th - Tuesday, Sept. 11th=
Read AT HOME OR DURING SILENT READING TIME: KIM,
ANA, WENDELL, GOZALO, LEONA, SAM AND VIRGIL.
As you read, highlight the following:
Show not tell (anytime the character is painting a picture in your mind with words). What parts of the book so far have helped you visualize what is happening? Thought Shots (anytime you get to hear what the author is thinking about).
Tuesday, Sept. 11th - Tuesday, Sept. 18th =
Read AT HOME OR DURING SILENT READING TIME: SAI YOUNG, CURTIS, NORA, MARICELA, AMIR, FLORENCE & FROM SEED TO SEEDFOLKS.
As you read, highlight the following:
Show not tell (anytime the character is painting a picture in your mind with words). What do you think the Theme/Life Lesson is from this story? Thought Shots (anytime you get to hear what the author is thinking about).
WEDNESDAY, SEPT. 19th = HUGE CLASS DISCUSSION ABOUT THE ENTIRE BOOK!
PRE-AP LESSON PLANS FOR SEPT. 3rd - 7th
MONDAY = NO SCHOOL! YIPPEE!!!!!!
TUESDAY:
Silent reading
Discuss SEEDFOLKS/ Reading plan!!!!!
Introduce new voc. List 2 / LOOK AT QUIZLET *TEST WILL HAVE 10 STEMS THIS WEEK!
Mini-lesson: Continue“Show not Tell” practice using Drop off Destination
WEDNESDAY: LIBRARY DAY!!!
Read a 3rd personal narrative/ NOTICING/ Score it!
Grammar/ paragraph correction
Select new books/ Silent Reading
THURSDAY:
Read a 4th personal narrative= WOODSONG/ Noticing/SCORE
Mini-Lesson: “Explode the Moment” and Life Lesson/Theme = using WOODSONG as a mentor text Writing = D.O.D. / practice using: “Explode the Moment”
FRIDAY:
TAKE THE VOC. TEST OVER 10 STEMS/ TURN IT IN
Discuss SEEDFOLKS!
THE AMAZING BRAIN
WEEK OF AUG.27th - AUG. 31st
PARENTS: YOU NEED TO KNOW ONLY TWO THINGS THIS WEEK:
1. ALL OF MY CLASSES HAVE A VOC. TEST ON FRI. OVER 5 GREEK/LATIN STEMS. 2. PRE-AP = BRING SEEDFOLKS BOOK TO CLASS MONDAY!
MONDAY:
*PRE-AP = SILENT READING
*GRADE LEVEL/ MINI-LESSON = READ GARY PAULSON'S WOODSONG / WILL DISCUSS READING STRATEGIES/ USE VIDEO/POWERPOINT/ Predict, Visualize, Connect, Question, Clarify and Question (STUDENTS WILL NEED WRITER'S NOTEBOOK TO DO SOME NOTE TAKING)
*ALL CLASSES = VOCABULARY: GREEK & LATIN STEMS = LIST ONE / STUDY ALL WEEK FOR
TEST ON FRIDAY!
Once you get iPads on Wednesday, you can use QUIZLET to study voc. all year.
*PRE-AP/ NINE WEEKS FOCUS = PERSONAL NARRATIVE / What is a personal narrative notes/ Read
one to students . (6th grade student's paper from last year) DO SOME NOTICINGS
*PRE-AP = WILL DISCUSS THE READING OF SEEDFOLKS
TUESDAY:
*PRE-AP = SILENT READING / Read first chapter in SEEDFOLKS.
*GRADE LEVEL = MINI-LESSON - STORY TIME (WILL REVIEW READING STRATEGIES:
Predict, Visualize, Connect, Question, Clarify and Question)
READ GARY PAULSON'S WOODSONG WITH/TO STUDENTS.... USE WRITER'S NOTEBOOK FOR
READING STRATEGIES.
*ALL CLASSES = QUICK REVIEW OF VOC. LIST ONE
*PRE-AP = READ A 2nd PERSONAL NARRATIVE/ DO SOME NOTICINGS/ DISCUSS HOW TO
SCORE A "4" ON THEIR PERSONAL NARRATIVE (USE RUBRIC)
WEDNESDAY:
*PRE-AP = SILENT READING
*GRADE LEVEL = FINISH LESSON WITH WOODSONG STORY/ DO SOME NOTICINGS/
INTRODUCE LEVEL QUESTIONS- WRITE SOME TOGETHER OVER THE WOODSONG STORY
*PRE-AP = MINI-LESSON = "SHOW DON'T TELL" / USE DROP OFF DESTINATION AS PRACTICE
THURSDAY:
*PRE-AP = SILENT READING
*GRADE LEVEL = READ SHORT STORY- STOP FREQUENTLY TO ASK STUDENTS ABOUT READING STRATEGIES BEING USED/ WRITE LEVEL QUESTIONS OVER STORY READ
*ALL CLASSES = SET UP QUIZLET TO USE FOR VOC. PRACTICE FOR TEST ON FRIDAY!
*PRE-AP = READ 3rd PERSONAL NARRATIVE/ SCORE IT/ NOTICING
FRIDAY:
*PRE-AP - SILENT READING
*GRADE LEVEL = SHORT STORY
*ALL CLASSES = VOC. TEST OVER LIST ONE
*CONTINUE LESSONS ON "THE AMAZING BRAIN"
PARENTS: YOU NEED TO KNOW ONLY TWO THINGS THIS WEEK:
1. ALL OF MY CLASSES HAVE A VOC. TEST ON FRI. OVER 5 GREEK/LATIN STEMS. 2. PRE-AP = BRING SEEDFOLKS BOOK TO CLASS MONDAY!
MONDAY:
*PRE-AP = SILENT READING
*GRADE LEVEL/ MINI-LESSON = READ GARY PAULSON'S WOODSONG / WILL DISCUSS READING STRATEGIES/ USE VIDEO/POWERPOINT/ Predict, Visualize, Connect, Question, Clarify and Question (STUDENTS WILL NEED WRITER'S NOTEBOOK TO DO SOME NOTE TAKING)
*ALL CLASSES = VOCABULARY: GREEK & LATIN STEMS = LIST ONE / STUDY ALL WEEK FOR
TEST ON FRIDAY!
Once you get iPads on Wednesday, you can use QUIZLET to study voc. all year.
*PRE-AP/ NINE WEEKS FOCUS = PERSONAL NARRATIVE / What is a personal narrative notes/ Read
one to students . (6th grade student's paper from last year) DO SOME NOTICINGS
*PRE-AP = WILL DISCUSS THE READING OF SEEDFOLKS
TUESDAY:
*PRE-AP = SILENT READING / Read first chapter in SEEDFOLKS.
*GRADE LEVEL = MINI-LESSON - STORY TIME (WILL REVIEW READING STRATEGIES:
Predict, Visualize, Connect, Question, Clarify and Question)
READ GARY PAULSON'S WOODSONG WITH/TO STUDENTS.... USE WRITER'S NOTEBOOK FOR
READING STRATEGIES.
*ALL CLASSES = QUICK REVIEW OF VOC. LIST ONE
*PRE-AP = READ A 2nd PERSONAL NARRATIVE/ DO SOME NOTICINGS/ DISCUSS HOW TO
SCORE A "4" ON THEIR PERSONAL NARRATIVE (USE RUBRIC)
WEDNESDAY:
*PRE-AP = SILENT READING
*GRADE LEVEL = FINISH LESSON WITH WOODSONG STORY/ DO SOME NOTICINGS/
INTRODUCE LEVEL QUESTIONS- WRITE SOME TOGETHER OVER THE WOODSONG STORY
*PRE-AP = MINI-LESSON = "SHOW DON'T TELL" / USE DROP OFF DESTINATION AS PRACTICE
THURSDAY:
*PRE-AP = SILENT READING
*GRADE LEVEL = READ SHORT STORY- STOP FREQUENTLY TO ASK STUDENTS ABOUT READING STRATEGIES BEING USED/ WRITE LEVEL QUESTIONS OVER STORY READ
*ALL CLASSES = SET UP QUIZLET TO USE FOR VOC. PRACTICE FOR TEST ON FRIDAY!
*PRE-AP = READ 3rd PERSONAL NARRATIVE/ SCORE IT/ NOTICING
FRIDAY:
*PRE-AP - SILENT READING
*GRADE LEVEL = SHORT STORY
*ALL CLASSES = VOC. TEST OVER LIST ONE
*CONTINUE LESSONS ON "THE AMAZING BRAIN"
STUDENTS: Download the following apps from Self Service:
Chrome
Notability
Keynote
Quizlet
Adobe Spark Page
Adobe Spark Post
Adobe Spark Video
Google Drive
Google Classroom
Google Docs
Google Slides
Google Sheets
QR Code Reader by Scan
Parents & Students-
Please consider signing up for Bloomz, which is a private on line site where I can share important information and pictures about my ELA classes. I have two Bloomz accounts; one for my Grade Level class, and one for my Pre-AP classes. You can also look at my website for the same information:)
PRE-AP ELA classes sign on to Bloomz with the code below:
Grade Level ELA classes sign on to Bloomz with the code below:
WEEK OF AUG. 22nd- 24th
FIRST 1/2 WEEK OF SCHOOL!
WELCOME TO MIDDLE SCHOOL!
SUPPLY LIST BELOW
WEDNESDAY:
*Classroom expectations: the 5 Ps/ NO CELL PHONES EVER/snacks/ H2O/bathroom/water/10 minutes of silent reading every day:) and library passes. *BRING A CHAPTER BOOK TOMORROW! Procedures for first 10 min. of class every day!!!!
*Why reading is so IMPORTANT to you as a learner: show video
*Name Plates
*Supplies = collect composition notebook
*School Video / school expectations
*My Profile: students fill out
NO HOMEWORK/EXCEPT READ, READ, READ
THURSDAY:
*SSR (silent reading- 10 min.) ***Students must ALWAYS have a chapter book to read!!!
*Collect composition notebooks
*Show kids my website/ BLOOMZ
*Fun Activity
*3 min. Fun Write/ grab a word: model an example
NO HOMEWORK/EXCEPT READ, READ, READ
FRIDAY:
*SSR (silent reading- 10 min.)
*Supplies - collect Writer's Notebooks
**BRAIN STUDY: Students are going to learn about their brains over the next few weeks/ how they learn/ how to keep a healthy brain/ IQ vs. EQ/ the difference between being optimistic vs. pessimistic / introduced to some amazing people and stories! This is a great way to start the school year:) Students take notes along with me:)
NO HOMEWORK/EXCEPT READ, READ, READ
WELCOME TO A NEW SCHOOL YEAR! 2018-2019
SUPPLIES:
*1 composition notebook
*1 folder with pockets & brads
*pencil, pen, highlighter, glue
*colored Paper Mate markers/ medium point
*PRE-AP ONLY = small paperback book
SEEDFOLKS By: Paul Fleischman $3.56 on Amazon
****school planner!!!!!
***PARENTS- Please don't worry about purchasing any other novel until mid to late September. I would like to get to know my students before I decide on the novel we are going to read for the second 9 week period:)
SUPPLIES:
*1 composition notebook
*1 folder with pockets & brads
*pencil, pen, highlighter, glue
*colored Paper Mate markers/ medium point
*PRE-AP ONLY = small paperback book
SEEDFOLKS By: Paul Fleischman $3.56 on Amazon
****school planner!!!!!
***PARENTS- Please don't worry about purchasing any other novel until mid to late September. I would like to get to know my students before I decide on the novel we are going to read for the second 9 week period:)
END OF 2017-2018 SCHOOL YEAR!
WEEK OF MAY 14th - 18th
MONDAY & TUESDAY = STAAR TESTING!
WEDNESDAY: Escape Room activity
THURSDAY & FRIDAY = End of Book Club Celebration!
WEEK OF MAY 7th - 11th
MONDAY:
*Peer Evaluation of Infographic
*Revise & Edit Infographic based on peer feedback
*KAHOOT
TUESDAY:
*MAIN EVENT field trip
WEDNESDAY:
*ESCAPE ROOM reading practice
THURSDAY:
*ESCAPE ROOM reading practice
FRIDAY:
*FINAL reading comprehension test (major grade)
WEEK OF MAY 1st - 4th
*All BOOK CLUB groups should have their books completed by Friday, May 4th
PRE-AP:
*Pre-AP has 8 total slides to complete for their INFOGRAPHIC
*Pre-AP has a new set of words and a test on Friday (words in Google Classroom)
*Pre-AP = grammar - grade compound sentences/ new practice assignment/ paper copy
GRADE LEVEL:
*Grade Level has 4 total slides to complete for their INFOGRAPHIC
*Grade Level has the 28 word STAAR Voc. Test on Friday (words in Google Classroom)
*Grade Level = grammar - review simple sentences/ new practice assignment/ paper copy
VOC. TEST ON FRIDAY FOR BOTH CLASSES!
BOOK FAIR WEEK!!!
WEEK OF APRIL 23rd - 27th
early release day is Tues. April 24th
*BOOK CLUBS- CALENDAR FOR ALL CLASSES BELOW!
*BOOK DISCUSSION: Make sure you have your 1/2 sheet discussion question done by Monday!
*LOOK ON CALENDAR BELOW/ AND IN GOOGLE CLASSROOM TO SEE WHAT PAGES YOU SHOULD BE READING IN YOUR BOOK CLUB BOOK & WHICH SLIDE(S) YOU SHOULD BE WORKING ON.
*STAAR VOC. WEEK #4 = TEST ON FRIDAY!
*SIMPLE & COMPOUND SENTENCES
*STAAR PREP READING SKILLS
WEEK OF APRIL 16th - 20th
*BOOK CLUBS
*LOOK ON CALENDAR BELOW/ AND IN GOOGLE CLASSROOM TO SEE WHAT PAGES YOU SHOULD BE READING IN YOUR BOOK CLUB BOOK & WHICH SLIDE(S) YOU SHOULD BE WORKING ON.
*STAAR VOC. WEEK #3 = TEST ON FRIDAY!
*SIMPLE & COMPOUND SENTENCES
*STAAR PREP READING SKILLS
BELOW IS THE CALENDAR FOR 6th ELA PRE-AP: Each book club has the pages they should read written down on April 13th, 20th & 27th. I will be adding assignments to this calendar, so ask your child to see his/her calendar. Thanks!
BELOW IS THE CALENDAR FOR 6th ELA GRADE LEVEL : Each book club has the pages they should read written down on April 13th, 20th & 27th. I will be adding assignments to this calendar, so ask your child to see his/her calendar. Thanks!
WEEK OF APRIL 9th - 13th
We are starting BOOK CLUBS! All book clubs need to complete 3 Noticings by Tuesday = Write down 3 separate interesting facts, questions you might have, or surprising inferences you might make as you read the beginning of your book.
INFOGRAPHIC: WRITING FOCUS FOR THIS 9 WEEK PERIOD - MAJOR GRADE
Grade Level Focus:
https://docs.google.com/presentation/d/1ewL_kOmehZF-wglIY2HIN8oXJUWt440D-2fUceulHMg/edit#slide=id.p
Pre-AP FOCUS:
https://docs.google.com/presentation/d/1jYfwy2h2JM_ju-Zzo-Q5DI9XVoqJZLUW6m9idQMJOmc/edit#slide=id.g36c432c99b_0_1
STAAR VOCABULARY WEEK #2 / Use QUIZLET to study for TEST ON FRIDAY
WEEK OF APRIL 2nd - 6th
POETRY ANALYSIS ASSESSMENT ON WEDNESDAY FOR ALL ELA CLASSES / STUDY GUIDE IN GOOGLE CLASSROOM
MONDAY: PRE-AP
1. STAAR review vocabulary / QUIZLET PRACTICE / TEST ON FRIDAY
2. POETRY ANALYSIS: Red Crab Invasion & Monarch Magic / if you score a 93% or 100%, you will get to enjoy a READING DAY on Tuesday!
TUESDAY: PRE-AP
1. READING DAY for those who scored a 93% or 100% on yesterday's POETRY ANALYSIS
2. Poetry Analysis: small group instruction/ practice with Mrs. Washburn
MONDAY: GRADE LEVEL
1. STAAR review vocabulary / QUIZLET PRACTICE / TEST ON FRIDAY
2. POEM ANALYSIS: Red Crab Invasion & Monarch Magic / work through this together
TUESDAY: GRADE LEVEL
1. Poem Analysis
WEDNESDAY: ALL CLASSES
*POETRY ANALYSIS ASSESSMENT
THURSDAY: ALL CLASSES
*BOOK CLUBS: TEAM BUILDING
FRIDAY: ALL CLASSES
**VOC. TEST
*BOOK CLUBS: TEAM BUILDING / GROUP CALENDAR SET UP BY GROUPS
PLEASE purchase your paper back book for our BOOK CLUBS by April 2nd!
YOUR BOOK IS LISTED IN GOOGLE CLASSROOM!
YOUR BOOK IS LISTED IN GOOGLE CLASSROOM!
WEEK OF MARCH 26th - 29th
*Early release on Tuesday
*No School on Friday
MONDAY:
*Poem Analysis: Main Idea/Theme
*Emotion Poem: Start writing our first poem
*HOMEWORK due Thursday: Poem Analysis in Google Classroom. Please work on this throughout the week:)
TUESDAY: EARLY RELEASE
*Emotion Poem: Steps 2 & 3 Continue working on/ take this poem from a surface level poem, to a level 2/3
WEDNESDAY:
*Poem Analysis: Author's Perspective
*Emotion Poem: Finish Poem & Publish (print copy to display in the hallway)
THURSDAY:
*Grade Homework
*THINGS I LOVE: Writing our second poem
FRIDAY:
*NO SCHOOL
***** PLEASE PURCHASE YOUR BOOK CLUB BOOK ASAP!!!!
WEEK OF MARCH 19th - 23rd WELCOME BACK!
2 1/2 WEEKS of POETRY
MONDAY:
-BOOK TASTING: students need to choose from 4 novels for our BOOK CLUBS this nine week period
-Introduction to poetry vocabulary
-students can use QUIZLET to study for TEST on Friday
***HOMEWORK: POEM & QUESTIONS DUE FRIDAY!
TUESDAY - THURSDAY:
- song lyrics/ videos / interpret
- discuss poems/ meanings/ dig deeper/ poems with questions
- watch a slam poetry contest (if time allows)
- poetry: write a free write poem
- review poetry vocabulary = Quizlet game
-mood vs. tone lesson
FRIDAY:
***HOMEWORK DUE!
- POETRY VOCABULARY TEST
- The Story Teller & A Real Case Poetry Quiz
PERSUASIVE ESSAY FINAL COPY DUE: FEB. 28th
We are working on our persuasive essays in class. Below are pictures of our note gathering pages from our Writer's Notebook. Once students have collect information, they will start organizing the information on a graphic organizer. All of these items will be graded! The next step in our writing process will be writing our rough draft essay.
MAP DISTRICT READING ASSESSMENT IS ON MONDAY, FEB. 5th & TUESDAY, FEB. 6th DURING CLASS TIME!
RETEST FOR COLD READ PERSUASIVE TEST IS GOING TO BE THIS WEDNESDAY (Jan. 31st) DURING OUR LIBRARY TIME. We will be reviewing key skills that will prepare your child for the retest during class on Monday & Tuesday.
MRS. WASHBURN'S PRE-AP & GRADE LEVEL LESSON PLANS JAN. - FEB. 2018
WEEK OF JAN. 8th - JAN. 12TH
MONDAY: WORK DAY/ NO STUDENTS
TUESDAY:
WEDNESDAY: LIBRARY ALL DAY
THURSDAY:
2. FINISH up your mini-research project / present to the class
3. What do these CHANGE MAKERS have in common.
4. Change Maker Ted Talks
5. QUIZLET LIVE
FRIDAY:
MONDAY: WORK DAY/ NO STUDENTS
TUESDAY:
- Share any Christmas break stories.
- Review rules of the Classroom: *on time *same seats each day *iPads *other seating in the classroom *respect others *silent reading/writing procedures *bathroom/drink procedures *supples *dismissal *cartoon lunch = Friday only!
- NEW UNIT = PERSUASIVE READING & WRITING = GAMECHANGERS!!!!!
- VOCABULARY = INTRODUCE 15 WORDS - QUIZLET *TEST ON FRIDAY!
- WHAT IS A CHANGEMAKER? DO YOU KNOW ANY CHANGEMAKERS?
- Ellis slideshow - Martin Luther King Jr. video
WEDNESDAY: LIBRARY ALL DAY
- SILENT READING = YOU MUST HAVE A BOOK TO READ EVERY SINGLE DAY!
- Changemaker mini research project (Florence Kelley, Cesar Chavez, Martin Luther King, Jr., Sylvia Mendez, Malala Yousafzai, Nelson Mandela, Mother Teresa, Florence Kelley) - kids work in pairs or groups of 3 to research and complete graphic organizer (attached)
THURSDAY:
- WRITING PROMPT = Choose your writing prompt (Choose 1 - Write about something you are looking forward to doing this year./ Write about something that you are worried or nervous about this year./ Write about something you hope will get invented this year./ Finish this sentence in ten different ways: /This year I hope…
2. FINISH up your mini-research project / present to the class
3. What do these CHANGE MAKERS have in common.
4. Change Maker Ted Talks
5. QUIZLET LIVE
FRIDAY:
- VOC. TEST = PERSUASIVE VOCABULARY
- SELL ME THIS PEN!!!!!! Using persuasive techniques to sell your teacher a pen.
A.C.E. FORMAT EXAMPLE:
Answer the Question - in your own words
Cite the Text - use a direct quote from the book
Explain your Answer - add more details with your thoughts about the quote and your answer
*Why is it easier for Albert to stand up to Shay than the other bullies at school?
It is easier for Albert to stand up to Shay than the other bullies at school for many reasons. First of all, Albert likes to talk. He is very good with words. The phrase the pen is mightier than the sword comes to my mind when I think of him and his war of words with Shay. For example, in Ch. 11, Albert turns on Shay after she insults his shoes and tells her “I don’t take my appearance lightly, I take you lightly” (p. 63). Even though he is matter-of-fact in his way of talking, he always gets his point across. Also, in Ch. 22,, he explains to Shay why the color purple does not necessarily give her credibility. “In medieval times, they needed to collect three thousand Murex brandaris snails to have enough slime to make one cloak” (p. 121). Albert is always ready for a come back to Shay’s barbs against him and Ally. It is much easier for him to have a battle of wits rather than a battle of physical strength.
6th GRADE LITERARY LETTER REQUIREMENTS
WRITING PIECE FOR 2nd Nine WEEK GRADING PERIOD = MAJOR GRADE
LETTERS SHOULD INCLUDE: GREETING, BODY, CLOSING, SIGNATURE
*PARAGRAPH #1 = FICTION SUMMARY-CH: 13, 19, 20 (pick 1)
Choose ONE chapter or event that is important to the plot. Write a summary:
Somebody = Who is the main character (protagonist)?
Wanted = What did the protagonist want?
But = What was the problem (conflict)?
So = How does the character try to solve the problem?
Then = What is the resolution to the problem?
*ALL of these questions should be answered in ONE well written paragraph.
PARAGRAPH #2 = CONFLICT / RESOLUTION (You do NOT need to use the A.C.E. format for this paragraph.)
Discuss how the main conflict affects the protagonist. Explain how the protagonist tries to resolve the conflict throughout the story, from beginning to end. Explain at least 3 separate instances where the main character is affected by this conflict. How is the conflict finally resolved?
*PARAGRAPH #3 = CHARACTERIZATION (You do NOT need to use the A.C.E. format for this paragraph.)
Characters evolve (change) throughout a story. Choose a major character from the story. How has your character evolved from the very beginning of the book to the end? What does the character learn about themselves and others as the story progressed?
Use the ACE FORMAT for this question.
*PARAGRAPH #4 = INFERENCE-DO NOW!
You will be given ONE LEVEL 2 QUESTION.
LEVEL 2 QUESTION: In the last two paragraphs of chapter 17, Ally compares herself to a can of soup. This is one of many examples of figurative language in this book. 1. Explain Ally’s thinking - especially her final words. “There’s got to be more to me than just a kid who can’t read well."
Use the ACE FORMAT for this question.
*PARAGRAPH #5 = SYNTHESIZE
You will be given ONE LEVEL 3 QUESTION. LEVEL 3 QUESTION: “Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” 1. What do you think this quote means? 2. Explain your thinking, and how this quote applies to our novel, FISH IN A TREE.
Use the ACE FORMAT for this question.
PARAGRAPH #6 = THEME / CONNECTION
- Choose one theme (you create the theme) from the novel. 2. Explain how the protagonist learned this theme/ life lesson. Use TEXT EVIDENCE to support your answer. 3. How can you apply this theme/life lesson to your life and experiences? Give a personal example to support your answer.
When we refer to the theme of a book, we are talking about a universal idea, lesson, or message that stretches through the entire story. Every book has a theme and we often see the same theme in many books. It's also common for a book to have many themes.
THE THREE LITTLE PIGS = “It is not wise to cut corners in life”
MY FAVORITE PLACE (MEMOIR) = “Home is where your loved ones are”
WOODSONG (MEMOIR) = “We are no better or worse than any living creature”
CHOOSING TO LIVE (SHORT STORY) = “Courage comes from within”
Sincerely,
Beth Washburn
3rd period
Below is a extremely well written LITERARY LETTER! All questions were answered, text evidence was used, and higher level thinking is evident! WELL DONE! 100% . FYI: 44 out of 75 Pre-AP students scored between 90%-100%
Dear Ms. Washburn, 12-15-17
Hello! I hope you are doing well. I’m currently reading the book Fish in a Tree by Lynda Mullay Hunt in English. One chapter I would like to summarize for you is chapter 13, which is titled “Trouble with Flowers”. It is the night of the holiday concert and students are lined up in the music room obtaining flowers to carry into the auditorium. Ally receives hers and is enthusiastic because she can’t wait for her mom to see her with them. However, Keisha gets her bouquet taken by the teacher after she accidentally knocks off one of the flower buds. This disappoints Keisha since she had gotten her flowers taken for something she didn’t purposefully do and doesn’t have a bouquet to display to the crowd during the concert. Ally didn’t want for anyone to feel left out on this special occasion, so she decided to give Keisha half of her own assortment of flowers. This way, Keisha would have something to carry out to the parents. Even though both girls got their flowers taken by the teacher in the end, they were jubilant. Ally knew that she did the right thing and Keisha knew that she had a friend in Ally.
The main conflict in this story is Ally’s dyslexia, which makes it extremely challenging to read and write. At the beginning of the story in chapter 1, Ally tries to avoid writing by misbehaving and not listening to the teacher so she wouldn’t have to complete an assignment. Once again in chapter 15, Ally tries to get help with a sheet of homework, so she asks Travis. However, she didn’t receive the help she needed because Travis has the same conflict that with reading and writing that she does. Her conflict is finally resolved near the end of the book when Mr. Daniels starts giving Ally extra practice with handling words and makes her believe that she can become a better reader. Ally is affected by her dyslexia many times, one of which is when she got made fun of by Shay and Jessica as well as other peers for not being able to read. “Aw...you can’t read it, can you” (p.196). Another time that she feels the effects of dyslexia is when in chapters 2 and 3, she thinks that the card she gave her teacher is beautiful and that her teacher will love it. However, she was unable to read the message inside and didn’t realize that the card she gifted to a soon-to-be mother was actually a sympathy card. A third time she is affected is in chapter 27, when Keisha wanted Ally to read her the recipe for cookies. Ally couldn’t read it and was too embarrassed to admit it. Luckily, Albert offered to read the recipe instead. Those are some of the many effects of dyslexia on Ally’s life and how she tried to solve the conflict throughout the book.
Ally is the main character in Fish in a Tree, and she is constantly changing. At the start of the story, she is willing to do anything to get out of having to read and write. She thinks that she can’t fit in and isn’t able to have any friends. Not only that, but she feels that she will never be able to become as good of a reader as her classmates and that she is stupid. Suddenly, Mr. Daniels comes along. He gives Ally faith in herself and helps her with reading and writing. Ally attains two new friends, also outcasts: Keisha and Albert. Over the course of her school year, Ally starts understanding that she can become a better reader if she puts in hard work and that she has friends that she can rely on. She learns that some people hurt others because they are being hurt themselves, like when Shay picks on people because her own mother is demanding. Ally also learns that no matter how hard the challenge may seem, you can achieve anything if you really want to and that being true to yourself is infinitely better than fitting in.
In the last two paragraphs of chapter 17, Ally gains hope and decides that even though people call her a slow reader doesn’t mean that that is all she is. The phrase “People act like the words “slow reader” tell them everything that’s inside” (p. 95), shows that she is figuring out that her personality, relationships, and everything else that is a part of her life can’t be summed up with the words slow reader. Ally starts to understand that her limited reading abilities are just a sliver of who she is. She especially gains optimism in the last sentence “There’s got to be more to me than just a kid who can’t read well” (p. 95), because this shows that Ally thinks that she could be able to become a better reader. In these two paragraphs, Ally realizes that even though some people people refer to her as dumb and slow doesn’t make it factual and that she is more than a person who is unable to read.
I think that the quote “Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid” means that everyone has strengths and weaknesses, it just depends on what skills you analyze to determine what kind of person he or she is. Of course, fish can’t climb trees, so it would be inane to judge the fish solely based off of something it can’t do. The same concept can be applied with Ally. Ally is very creative, can think logically, and can draw extremely well, as the statement “If I could draw like that, I’d put a commercial on TV about it” (p. 66) by Keisha portrays. The quote goes along with Ally’s situation because it shows that she may not be good at reading and writing, but that should not determine how smart she is since that her brain can’t do.
One theme shown in the story is “You can achieve anything if you never give up.” Mr. Daniels is the one that teaches her this. At one point in the story, Mr. Daniels takes a piece of paper with the word impossible on it and has Ally rip of the first two letters to have her believe that nothing is impossible. “There is no impossible anymore” (p.176). This makes Ally believe that she can become a better reader. In chapters 35 and 36, Ally wants to give up on her extra classes with Mr. Daniels after he had a sub single her out in class, but he doesn’t let her. Over time, Ally realizes that to achieve her goal, she can’t give up. As a result, she gets better and better at reading and writing. I can use this theme in my own life to get through things such as a hard test or a difficult project. Last year, I was scared of going to a piano recital because I thought that I would mess up. I was about to give up and tell my piano teacher that I wouldn’t perform, but I then decided to go through with the recital and everything went great. That is how I apply that theme into my own life. I hope you enjoyed my letter! Have a great day!
Sincerely,
6th grade Pre-AP student who thoroughly answered all the questions
Hello! I hope you are doing well. I’m currently reading the book Fish in a Tree by Lynda Mullay Hunt in English. One chapter I would like to summarize for you is chapter 13, which is titled “Trouble with Flowers”. It is the night of the holiday concert and students are lined up in the music room obtaining flowers to carry into the auditorium. Ally receives hers and is enthusiastic because she can’t wait for her mom to see her with them. However, Keisha gets her bouquet taken by the teacher after she accidentally knocks off one of the flower buds. This disappoints Keisha since she had gotten her flowers taken for something she didn’t purposefully do and doesn’t have a bouquet to display to the crowd during the concert. Ally didn’t want for anyone to feel left out on this special occasion, so she decided to give Keisha half of her own assortment of flowers. This way, Keisha would have something to carry out to the parents. Even though both girls got their flowers taken by the teacher in the end, they were jubilant. Ally knew that she did the right thing and Keisha knew that she had a friend in Ally.
The main conflict in this story is Ally’s dyslexia, which makes it extremely challenging to read and write. At the beginning of the story in chapter 1, Ally tries to avoid writing by misbehaving and not listening to the teacher so she wouldn’t have to complete an assignment. Once again in chapter 15, Ally tries to get help with a sheet of homework, so she asks Travis. However, she didn’t receive the help she needed because Travis has the same conflict that with reading and writing that she does. Her conflict is finally resolved near the end of the book when Mr. Daniels starts giving Ally extra practice with handling words and makes her believe that she can become a better reader. Ally is affected by her dyslexia many times, one of which is when she got made fun of by Shay and Jessica as well as other peers for not being able to read. “Aw...you can’t read it, can you” (p.196). Another time that she feels the effects of dyslexia is when in chapters 2 and 3, she thinks that the card she gave her teacher is beautiful and that her teacher will love it. However, she was unable to read the message inside and didn’t realize that the card she gifted to a soon-to-be mother was actually a sympathy card. A third time she is affected is in chapter 27, when Keisha wanted Ally to read her the recipe for cookies. Ally couldn’t read it and was too embarrassed to admit it. Luckily, Albert offered to read the recipe instead. Those are some of the many effects of dyslexia on Ally’s life and how she tried to solve the conflict throughout the book.
Ally is the main character in Fish in a Tree, and she is constantly changing. At the start of the story, she is willing to do anything to get out of having to read and write. She thinks that she can’t fit in and isn’t able to have any friends. Not only that, but she feels that she will never be able to become as good of a reader as her classmates and that she is stupid. Suddenly, Mr. Daniels comes along. He gives Ally faith in herself and helps her with reading and writing. Ally attains two new friends, also outcasts: Keisha and Albert. Over the course of her school year, Ally starts understanding that she can become a better reader if she puts in hard work and that she has friends that she can rely on. She learns that some people hurt others because they are being hurt themselves, like when Shay picks on people because her own mother is demanding. Ally also learns that no matter how hard the challenge may seem, you can achieve anything if you really want to and that being true to yourself is infinitely better than fitting in.
In the last two paragraphs of chapter 17, Ally gains hope and decides that even though people call her a slow reader doesn’t mean that that is all she is. The phrase “People act like the words “slow reader” tell them everything that’s inside” (p. 95), shows that she is figuring out that her personality, relationships, and everything else that is a part of her life can’t be summed up with the words slow reader. Ally starts to understand that her limited reading abilities are just a sliver of who she is. She especially gains optimism in the last sentence “There’s got to be more to me than just a kid who can’t read well” (p. 95), because this shows that Ally thinks that she could be able to become a better reader. In these two paragraphs, Ally realizes that even though some people people refer to her as dumb and slow doesn’t make it factual and that she is more than a person who is unable to read.
I think that the quote “Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid” means that everyone has strengths and weaknesses, it just depends on what skills you analyze to determine what kind of person he or she is. Of course, fish can’t climb trees, so it would be inane to judge the fish solely based off of something it can’t do. The same concept can be applied with Ally. Ally is very creative, can think logically, and can draw extremely well, as the statement “If I could draw like that, I’d put a commercial on TV about it” (p. 66) by Keisha portrays. The quote goes along with Ally’s situation because it shows that she may not be good at reading and writing, but that should not determine how smart she is since that her brain can’t do.
One theme shown in the story is “You can achieve anything if you never give up.” Mr. Daniels is the one that teaches her this. At one point in the story, Mr. Daniels takes a piece of paper with the word impossible on it and has Ally rip of the first two letters to have her believe that nothing is impossible. “There is no impossible anymore” (p.176). This makes Ally believe that she can become a better reader. In chapters 35 and 36, Ally wants to give up on her extra classes with Mr. Daniels after he had a sub single her out in class, but he doesn’t let her. Over time, Ally realizes that to achieve her goal, she can’t give up. As a result, she gets better and better at reading and writing. I can use this theme in my own life to get through things such as a hard test or a difficult project. Last year, I was scared of going to a piano recital because I thought that I would mess up. I was about to give up and tell my piano teacher that I wouldn’t perform, but I then decided to go through with the recital and everything went great. That is how I apply that theme into my own life. I hope you enjoyed my letter! Have a great day!
Sincerely,
6th grade Pre-AP student who thoroughly answered all the questions
WEEK OF DEC. 18th - 22nd
(FRIDAY, DEC. 22nd, IS A 1/2 DAY- OUT AT 1 PM)
GRADE LEVEL ELA FOR MONDAY/ TUESDAY & WEDNESDAY:
1. Finish your LITERARY LETTER
2. Complete 2 NEWSELA and screen shot your quiz grade for both
3. Silent Reading or Library to select a new book!
4. SEL Media Project
or
PRE-AP ELA
MONDAY & TUESDAY = RESEARCH
*Social & Emotional Learning Media Project
TOPICS OF STUDY: MEDIA CHOICES:
*SELF CONTROL *PREZI
*RESPONSIBILITY / OWNERSHIP of LEARNING *iMOVIE
*GROWTH MINDSET *KEYNOTE
*EMPATHY
*RESILENCY
RESEARCH DRIVEN QUESTIONS:
GET CREATIVE! SHOW OF YOUR TECH SKILLS!
WEDNESDAY & FRIDAY
*Present your Media Project to the class!
THURSDAY: ALL CLASSES!!!!
*Pajama Day! Story time with Mrs. Washburn's 83 yr. old mother from Ohio, and Mrs. Washburn:) You may bring goodies to snack on!
(FRIDAY, DEC. 22nd, IS A 1/2 DAY- OUT AT 1 PM)
GRADE LEVEL ELA FOR MONDAY/ TUESDAY & WEDNESDAY:
1. Finish your LITERARY LETTER
2. Complete 2 NEWSELA and screen shot your quiz grade for both
3. Silent Reading or Library to select a new book!
4. SEL Media Project
or
PRE-AP ELA
MONDAY & TUESDAY = RESEARCH
*Social & Emotional Learning Media Project
TOPICS OF STUDY: MEDIA CHOICES:
*SELF CONTROL *PREZI
*RESPONSIBILITY / OWNERSHIP of LEARNING *iMOVIE
*GROWTH MINDSET *KEYNOTE
*EMPATHY
*RESILENCY
RESEARCH DRIVEN QUESTIONS:
- In your own words/pictures, explain your topic.
- Give some examples of your topic.
- Why is your topic something you should know about/understand, or obtain in life?
- How can one apply this to his/her life?
- How can your topic help you throughout life?
GET CREATIVE! SHOW OF YOUR TECH SKILLS!
WEDNESDAY & FRIDAY
*Present your Media Project to the class!
THURSDAY: ALL CLASSES!!!!
*Pajama Day! Story time with Mrs. Washburn's 83 yr. old mother from Ohio, and Mrs. Washburn:) You may bring goodies to snack on!
DEAR PARENTS,
ASK YOUR CHILD TO SHOW YOU THE LITERARY LETTER REQUIREMENTS IN GOOGLE CLASSROOM.
ASK YOUR CHILD TO SHOW YOU THE LITERARY LETTER REQUIREMENTS IN GOOGLE CLASSROOM.
GRADE LEVEL ELA for the WEEK OF DEC. 11th - 15th
*grade level LITERARY LETTER is due Wednesday, Dec. 20th
MONDAY:
*20 min. silent reading from your own chapter book
*FISH IN A TREE: read chapters 41-44
TUESDAY / WEDNESDAY / THURSDAY / FRIDAY:
*Literary Letter: each day we will be focusing on writing one paragraph
*Guided instruction at the beginning of class
*Independent work as Mrs. Washburn & Mrs. Clayton pull small groups for conferencing about your writing
*grade level LITERARY LETTER is due Wednesday, Dec. 20th
MONDAY:
*20 min. silent reading from your own chapter book
*FISH IN A TREE: read chapters 41-44
TUESDAY / WEDNESDAY / THURSDAY / FRIDAY:
*Literary Letter: each day we will be focusing on writing one paragraph
*Guided instruction at the beginning of class
*Independent work as Mrs. Washburn & Mrs. Clayton pull small groups for conferencing about your writing
***NEW DUE DATE FOR PRE-AP LITERARY LETTER IS FRIDAY, DEC. 15th
because of our snow day on Friday, Dec. 8th
PRE-AP ELA
WEEK OF DEC. 11th - 15th ****HOMEWORK = FINAL COPY OF LITERARY LETTER DUE FRIDAY!
MONDAY:
*Finish your rough draft of your LITERARY LETTER
*FISH IN A TREE = chapter 43
*Silently read from your own novel
TUESDAY:
*Review Literary Letter Rubric
*Peer Scoring of Literary Letter using the Rubric
WEDNESDAY / THURSDAY / FRIDAY:
*Finish Peer Scoring of Literary Letter Rough Drafts
*Revise & Edit Literary Letter Rough Drafts
*Conference with Mrs. Washburn
*By Friday, at the end of class, turn in FINAL COPY OF YOUR LITERARY LETTER
WEEK OF DEC. 11th - 15th ****HOMEWORK = FINAL COPY OF LITERARY LETTER DUE FRIDAY!
MONDAY:
*Finish your rough draft of your LITERARY LETTER
*FISH IN A TREE = chapter 43
*Silently read from your own novel
TUESDAY:
*Review Literary Letter Rubric
*Peer Scoring of Literary Letter using the Rubric
WEDNESDAY / THURSDAY / FRIDAY:
*Finish Peer Scoring of Literary Letter Rough Drafts
*Revise & Edit Literary Letter Rough Drafts
*Conference with Mrs. Washburn
*By Friday, at the end of class, turn in FINAL COPY OF YOUR LITERARY LETTER
PARENTS, PLEASE GET YOUR CHILD A PAPER CALENDAR TO FILL OUT AS THEY GO TO EACH CLASS EVERY SINGLE DAY! THIS IS A WONDERFULLY SUCCESSFUL WAY TO TEACH; RESPONSIBILITY, ORGANIZATION, ACCOUNTABILITY, STUDY SKILLS.....BELOW IS ONE OF MY STUDENT'S PLANNERS. MOST KIDS WHO USE A PLANNER FAITHFULLY ARE VERY SUCCESSFUL!
WEEK OF DEC. 4th - 8th
MONDAY: HOMEWORK FOR THE WEEK NEWSELA X 2
*FISH IN A TREE chapters 28-30
*Work on Literary Letter
TUESDAY:
*POPCORN READ = Students can bring in a bag of popcorn/drink
*Read FISH IN A TREE CH: 31-38
*Book Discussion
WEDNESDAY:
*Read FISH IN A TREE Chapters 39 & 40
*Review Game for COLD READ TEST on THURS. - Students will be asked to read a short story and answer 12 comprehension questions
THURSDAY:
*COLD READ TEST
*LITERARY LETTER : work on paragraphs 2 & 3
FRIDAY:
*NEWSELA HOMEWORK IS DUE
*Read CH: 41
*FINISH LITERARY LETTER - Students need to get their Lit. Letter rough draft completed. On Monday, we will discuss the rubric and students will share their Lit. Letter with 3 other students, and score one another's papers based on the rubric.
MONDAY: HOMEWORK FOR THE WEEK NEWSELA X 2
*FISH IN A TREE chapters 28-30
*Work on Literary Letter
TUESDAY:
*POPCORN READ = Students can bring in a bag of popcorn/drink
*Read FISH IN A TREE CH: 31-38
*Book Discussion
WEDNESDAY:
*Read FISH IN A TREE Chapters 39 & 40
*Review Game for COLD READ TEST on THURS. - Students will be asked to read a short story and answer 12 comprehension questions
THURSDAY:
*COLD READ TEST
*LITERARY LETTER : work on paragraphs 2 & 3
FRIDAY:
*NEWSELA HOMEWORK IS DUE
*Read CH: 41
*FINISH LITERARY LETTER - Students need to get their Lit. Letter rough draft completed. On Monday, we will discuss the rubric and students will share their Lit. Letter with 3 other students, and score one another's papers based on the rubric.
CLICK BELOW FOR LITERARY LETTER RUBRIC FOR ALL ELA
literary_letter_rubric-washburn.pdf | |
File Size: | 85 kb |
File Type: |
WEEK OF NOV. 27th - DEC.1st ***HOMEWORK = prepare for novel test Thurs.
and work on your Literary Letter! ***
MONDAY/ TUESDAY & WEDNESDAY
*What is a Literary Letter? What are the requirements of a Literary Letter?
*Looking at mentor texts
*Starting to write rough drafts/ conference with Mrs. Washburn
*FISH IN A TREE chapters 24,25 & 26/ REVIEW FOR MID-NOVEL TEST ON THURSDAY
*Examples of a Literary Letter and directions as to the requirements of writing a Literary Letter will be in Google Classroom on Monday, Nov. 27th
THURSDAY
*MID-NOVEL TEST on FISH IN A TREE chapters 1-26
*Students continue working on his/her Literary Letter
*Conference with Mrs. Washburn
FRIDAY
*FISH IN A TREE chapter 27
*Students continue working on his/her Literary Letter
and work on your Literary Letter! ***
MONDAY/ TUESDAY & WEDNESDAY
*What is a Literary Letter? What are the requirements of a Literary Letter?
*Looking at mentor texts
*Starting to write rough drafts/ conference with Mrs. Washburn
*FISH IN A TREE chapters 24,25 & 26/ REVIEW FOR MID-NOVEL TEST ON THURSDAY
*Examples of a Literary Letter and directions as to the requirements of writing a Literary Letter will be in Google Classroom on Monday, Nov. 27th
THURSDAY
*MID-NOVEL TEST on FISH IN A TREE chapters 1-26
*Students continue working on his/her Literary Letter
*Conference with Mrs. Washburn
FRIDAY
*FISH IN A TREE chapter 27
*Students continue working on his/her Literary Letter
WEEK OF NOV. 20th - 24th
MONDAY: NO HOMEWORK THIS SHORT WEEK!
*SEL LESSON (SOCIAL EMOTIONAL LEARNING)
TUESDAY:
*"READ IN" We will be reading chapters 21-23 in our novel, FISH IN A TREE
*FREE READ TIME after reading our novel!
*Students can bring snacks/a drink for our READ IN!
WEDNESDAY - FRIDAY = THANKSGIVING BREAK!
MONDAY: NO HOMEWORK THIS SHORT WEEK!
*SEL LESSON (SOCIAL EMOTIONAL LEARNING)
TUESDAY:
*"READ IN" We will be reading chapters 21-23 in our novel, FISH IN A TREE
*FREE READ TIME after reading our novel!
*Students can bring snacks/a drink for our READ IN!
WEDNESDAY - FRIDAY = THANKSGIVING BREAK!
CLICK BELOW TO VIEW LEVEL 2 QUESTION STEMS
level_two_question_stems_for_fiction.pdf | |
File Size: | 471 kb |
File Type: |
WEEK OF NOV. 13th - 17th
MONDAY: *HOMEWORK FOR THE WEEK IS NEWSELA
*Look over LEVEL QUESTIONS: Determine if a question is a strong question. Groups answer questions from other groups
*Read FISH IN A TREE chapters 14 & 15
*Look over PLOT MAP & fill in CHARACTERIZATION form in Google Classroom
TUESDAY:
*Read FISH IN A TREE chapters 16 & 17
*Write a strong Level 2 & Level 3 question
*Discuss storyline/and go over PLOT MAP to prepare for COMPREHENSION CHECK on Wednesday *This is a grade in the grade book!
WEDNESDAY:
*COMPREHENSION CHECK on line over chapters 8-17/ You may use your book!
*Literary Letter: Start working on paragraph #4, Inference question, in Google Docs.
THURSDAY:
*Read FISH IN A TREE chapters 18-20
*Students will write LEVEL QUESTIONS / 2 Level 2 questions & 2 Level 3 questions to prepare for a FISH BOWL ACTIVITY on Friday for a grade
FRIDAY:
*Review directions for a FISH BOWL ACTIVITY
* FISH BOWL ACTIVITY (graded on questions written by student and participation)
MONDAY: *HOMEWORK FOR THE WEEK IS NEWSELA
*Look over LEVEL QUESTIONS: Determine if a question is a strong question. Groups answer questions from other groups
*Read FISH IN A TREE chapters 14 & 15
*Look over PLOT MAP & fill in CHARACTERIZATION form in Google Classroom
TUESDAY:
*Read FISH IN A TREE chapters 16 & 17
*Write a strong Level 2 & Level 3 question
*Discuss storyline/and go over PLOT MAP to prepare for COMPREHENSION CHECK on Wednesday *This is a grade in the grade book!
WEDNESDAY:
*COMPREHENSION CHECK on line over chapters 8-17/ You may use your book!
*Literary Letter: Start working on paragraph #4, Inference question, in Google Docs.
THURSDAY:
*Read FISH IN A TREE chapters 18-20
*Students will write LEVEL QUESTIONS / 2 Level 2 questions & 2 Level 3 questions to prepare for a FISH BOWL ACTIVITY on Friday for a grade
FRIDAY:
*Review directions for a FISH BOWL ACTIVITY
* FISH BOWL ACTIVITY (graded on questions written by student and participation)
WEEK OF NOV. 6TH - NOV. 10TH
MONDAY: HOMEWORK IS NEWSELA ONLINE, DUE FRIDAY!
*Sign up for NEWSELA
*Review FISH IN A TREE chapters from Friday; chapters 3-6 / comprehension check on Tuesday for a grade
*Continue filling out PLOT MAP / SUMMARY
*Review CHARACTERIZATION
TUESDAY:
*FISH IN A TREE comprehension check
*Read chapters 7 & 8
WEDNESDAY:
*MINI-LESSON / NOTE TAKING = LEVEL QUESTIONS
*FISH IN A TREE: practice writing level questions on chapters 1 - 8
*PLOT MAP / SUMMARY
THURSDAY:
*FISH IN A TREE: read & discuss chapters 9, 10 & 11/ comprehension check on Friday for a grade
*PLOT MAP / SUMMARY
*CHARACTERIZATION
*LEVEL QUESTIONS
FRIDAY: HOMEWORK - NEWSELA DUE!
*FISH IN A TREE: *Comprehension Check *Read & discuss chapters 12, 13 & 14
*PLOT MAP / SUMMARY
*LEVEL QUESTIONS
MONDAY: HOMEWORK IS NEWSELA ONLINE, DUE FRIDAY!
*Sign up for NEWSELA
*Review FISH IN A TREE chapters from Friday; chapters 3-6 / comprehension check on Tuesday for a grade
*Continue filling out PLOT MAP / SUMMARY
*Review CHARACTERIZATION
TUESDAY:
*FISH IN A TREE comprehension check
*Read chapters 7 & 8
WEDNESDAY:
*MINI-LESSON / NOTE TAKING = LEVEL QUESTIONS
*FISH IN A TREE: practice writing level questions on chapters 1 - 8
*PLOT MAP / SUMMARY
THURSDAY:
*FISH IN A TREE: read & discuss chapters 9, 10 & 11/ comprehension check on Friday for a grade
*PLOT MAP / SUMMARY
*CHARACTERIZATION
*LEVEL QUESTIONS
FRIDAY: HOMEWORK - NEWSELA DUE!
*FISH IN A TREE: *Comprehension Check *Read & discuss chapters 12, 13 & 14
*PLOT MAP / SUMMARY
*LEVEL QUESTIONS
WEEK OF OCT. 30th - NOV. 3rd
MONDAY: HOMEWORK = STUDY PLOT VOCABULARY IN GOOGLE CLASSROOM/ TEST FRIDAY!
*Halloween Writing Activity
1. Drop of Destination: Students are given a character, setting and conflict. Then they write their own short story using; sensory imagery, thought shots, and figurative language.
TUESDAY:
*Scary Stories!!!!
If your child does NOT want to listen to the scary stories, I do have another room they can go to to read or work on any homework.
WEDNESDAY:
*We are finally starting our novel, FISH IN A TREE!
*Chapters 1-3
*Discuss CHARACTERIZATION
*Quick Summary: somebody, wanted, but, so, then
THURSDAY:
*Chapters 4-6
*Symbolism
*"Smart" in other ways discussion
FRIDAY:
*VOCABULARY TEST OVER PLOT VOC.
*Social and Emotional Learning Lesson #1
MONDAY: HOMEWORK = STUDY PLOT VOCABULARY IN GOOGLE CLASSROOM/ TEST FRIDAY!
*Halloween Writing Activity
1. Drop of Destination: Students are given a character, setting and conflict. Then they write their own short story using; sensory imagery, thought shots, and figurative language.
TUESDAY:
*Scary Stories!!!!
If your child does NOT want to listen to the scary stories, I do have another room they can go to to read or work on any homework.
WEDNESDAY:
*We are finally starting our novel, FISH IN A TREE!
*Chapters 1-3
*Discuss CHARACTERIZATION
*Quick Summary: somebody, wanted, but, so, then
THURSDAY:
*Chapters 4-6
*Symbolism
*"Smart" in other ways discussion
FRIDAY:
*VOCABULARY TEST OVER PLOT VOC.
*Social and Emotional Learning Lesson #1
ELEMENTS OF PLOT VOCABULARY/ QUIZLET LINK BELOW TO HELP YOU STUDY FOR THE TEST ON FRIDAY, NOV. 3rd
quizlet.com/_3xpsyg
quizlet.com/_3xpsyg
WEEK OF OCT. 23rd - OCT. 27th
MONDAY:
*Introduction of LONE STAR READING incentives
*Introduction of PLOT VOCABULARY/HOMEWORK study words on QUIZLET for test FRIDAY, NOV. 3rd
*FINISH THE MOVIE for most classes
TUESDAY/WEDNESDAY & THURSDAY
*Fill out PLOT MAP over the movie, THROUGH THE LOOKING GLASS
*Discuss TYPES OF CONFLICT: internal vs. external
*Discuss a complete SUMMARY / Write a summary together about the movie
*Discuss CHARACTERIZATION: direct vs. indirect character Traits
*Discuss LEVEL QUESTIONS: Write Level One, Level Two, and Level Three Questions together/ Learning how to use TEXT EVIDENCE to support your answer.
FRIDAY
*PUTTING IT ALL TOGETHER! Understanding the BIG PICTURE of digging deeper in understanding reading!
*Short Story practice
*REMIND STUDENTS TO STUDY PLOT VOCABULARY FOR TEST ON FRIDAY, NOV. 3rd
MONDAY:
*Introduction of LONE STAR READING incentives
*Introduction of PLOT VOCABULARY/HOMEWORK study words on QUIZLET for test FRIDAY, NOV. 3rd
*FINISH THE MOVIE for most classes
TUESDAY/WEDNESDAY & THURSDAY
*Fill out PLOT MAP over the movie, THROUGH THE LOOKING GLASS
*Discuss TYPES OF CONFLICT: internal vs. external
*Discuss a complete SUMMARY / Write a summary together about the movie
*Discuss CHARACTERIZATION: direct vs. indirect character Traits
*Discuss LEVEL QUESTIONS: Write Level One, Level Two, and Level Three Questions together/ Learning how to use TEXT EVIDENCE to support your answer.
FRIDAY
*PUTTING IT ALL TOGETHER! Understanding the BIG PICTURE of digging deeper in understanding reading!
*Short Story practice
*REMIND STUDENTS TO STUDY PLOT VOCABULARY FOR TEST ON FRIDAY, NOV. 3rd
WEEK OF OCT. 16th - 20th
MONDAY & TUESDAY:
*Students will be taking the reading MAP test. This assessment will give us valuable information about your child's strengths & weaknesses. Information coming soon about how you will be able to view this important information.
*START MOVIE ON TUESDAY: THROUGH THE LOOKING GLASS- Our book we will start reading the following week often refers to this movie. We thought since our classes took a test Friday, and have to take the MAP assessment for two days, we would allow some relaxation:) 30 MIN.
WEDNESDAY & THURSDAY:
*Introduction to our new unit of study for the 2nd 9 weeks: ELEMENTS OF FICTION
Vocabulary/Level Questions/Summary/Plot Map
MOVIE = 15 MIN. ON WED./ 15 MIN. ON THURS.
(5th PERIOD CLASS ONLY will be reviewing for the test (personal narrative test from last week) on Wed. and taking the test on Thurs.)
FRIDAY:
*FINISH MOVIE 30 MIN.
*CELEBRATE WEST RIDGE!!!! Fun times outside:) (1 pm to 4 pm)
*****FISH IN A TREE books need to be in class on Monday, Oct. 23rd! A paper copy, not digital please.
MONDAY & TUESDAY:
*Students will be taking the reading MAP test. This assessment will give us valuable information about your child's strengths & weaknesses. Information coming soon about how you will be able to view this important information.
*START MOVIE ON TUESDAY: THROUGH THE LOOKING GLASS- Our book we will start reading the following week often refers to this movie. We thought since our classes took a test Friday, and have to take the MAP assessment for two days, we would allow some relaxation:) 30 MIN.
WEDNESDAY & THURSDAY:
*Introduction to our new unit of study for the 2nd 9 weeks: ELEMENTS OF FICTION
Vocabulary/Level Questions/Summary/Plot Map
MOVIE = 15 MIN. ON WED./ 15 MIN. ON THURS.
(5th PERIOD CLASS ONLY will be reviewing for the test (personal narrative test from last week) on Wed. and taking the test on Thurs.)
FRIDAY:
*FINISH MOVIE 30 MIN.
*CELEBRATE WEST RIDGE!!!! Fun times outside:) (1 pm to 4 pm)
*****FISH IN A TREE books need to be in class on Monday, Oct. 23rd! A paper copy, not digital please.
5th period class ONLY!!!!!!!!!
Parents,
I don't feel comfortable giving your child the personal narrative assessment tomorrow. This class is behind because the personal narrative writing pieces took them a little longer than usual. I would like to review with them at the beginning of next week, and give them the test NEXT THURSDAY.
NO TEST TOMORROW (FRIDAY 13th) for my 5th period class !!!!!!!
Parents,
I don't feel comfortable giving your child the personal narrative assessment tomorrow. This class is behind because the personal narrative writing pieces took them a little longer than usual. I would like to review with them at the beginning of next week, and give them the test NEXT THURSDAY.
NO TEST TOMORROW (FRIDAY 13th) for my 5th period class !!!!!!!
Letter I emailed to ALL parents on Oct. 11, 2017
Hello Parents!
Well, the first nine weeks is almost over, I can’t believe it. I have to let you all know how much I truly enjoy teaching your kids! This is a really great group of kids, and they are all so respectful! Thank you for doing such a wonderful job raising them!
I just want to remind you of a few things. First, the personal narrative test is this Friday. Please remind your child to look in Google Classroom for a few different review assignments that will help them score a high grade. I’m currently grading all of the final pieces of personal narrative writing, which was our focus this nine weeks. You should see that paper, along with your child’s writer’s notebook coming home next week for two signatures. If you have any questions, feel free to send me an email. Continue reminding your child to either study his/her vocabulary, or finish the reading assignment (soon to be called “Newsela”).
Most importantly, I need every single child to have his/her own copy of, FISH IN A TREE. We are starting this novel around Oct. 23rd.
Hope you all are having a good week! I am, because your kids make my job so much fun:)
Sincerely,
Beth Washburn
6th Grade ELA & Pre-AP ELA
West Ridge Middle School
PS: Halloween is coming. I’m sure you’ve heard that I am a story teller. I plan on telling scary stories on Halloween….. the main story isn’t REALLY that scary. If you do NOT want your child to listen to my Halloween story, please let me know. I totally understand that some children do NOT like to be scared! I will tell you though, this is usually the highlight of the year! LOL
Hello Parents!
Well, the first nine weeks is almost over, I can’t believe it. I have to let you all know how much I truly enjoy teaching your kids! This is a really great group of kids, and they are all so respectful! Thank you for doing such a wonderful job raising them!
I just want to remind you of a few things. First, the personal narrative test is this Friday. Please remind your child to look in Google Classroom for a few different review assignments that will help them score a high grade. I’m currently grading all of the final pieces of personal narrative writing, which was our focus this nine weeks. You should see that paper, along with your child’s writer’s notebook coming home next week for two signatures. If you have any questions, feel free to send me an email. Continue reminding your child to either study his/her vocabulary, or finish the reading assignment (soon to be called “Newsela”).
Most importantly, I need every single child to have his/her own copy of, FISH IN A TREE. We are starting this novel around Oct. 23rd.
Hope you all are having a good week! I am, because your kids make my job so much fun:)
Sincerely,
Beth Washburn
6th Grade ELA & Pre-AP ELA
West Ridge Middle School
PS: Halloween is coming. I’m sure you’ve heard that I am a story teller. I plan on telling scary stories on Halloween….. the main story isn’t REALLY that scary. If you do NOT want your child to listen to my Halloween story, please let me know. I totally understand that some children do NOT like to be scared! I will tell you though, this is usually the highlight of the year! LOL
WEEK OF OCT. 9th - 13th
MONDAY: NO SCHOOL:) HOMEWORK: Study for Personal Narrative Assessment Test on Friday, Oct. 13th ****Study Guide in Google Classroom
TUESDAY & WEDNESDAY:
LIBRARY ALL DAY = LONE STAR BOOKS with Mrs. Martinez
THURSDAY:
Review for Personal Narrative Test on Friday! Class discussion. Practice simple/compound/complex sentences
FRIDAY:
Personal Narrative Test: Study Guide is in Google Classroom
WEEK OF OCT. 2nd - OCT. 6th
MONDAY/ TUESDAY/ WEDNESDAY: ALL ELA CLASSES
*HOMEWORK = VOC. LIST 4 . ***QUIZ OVER LIST 3 & 4 ON FRIDAY!
*********FINAL COPY OF PERSONAL NARRATIVE IS DUE WEDNESDAY BY THE END OF CLASS: MUST BE PRINTED OUT & STAPLED TO HIS/HER ROUGH DRAFT/PEER SCORE SHEETS.**************
*Review simple/compound/complex sentences
*WRITER'S WORKSHOP: Students will be given most of the class time to REVISE & EDIT their personal narrative and/or conference with Mrs. Washburn.
THURSDAY: ALL ELA CLASSES
*Review key vocabulary for personal narrative assessment on Oct. 13th
*Read/discuss a piece of writing and locate key elements of a personal narrative
*Quizlet Live Game Time! Voc. List 3 & 4
FRIDAY: ALL ELA CLASSES
*VOC. TEST OVER LIST 3 & 4 . **IF YOUR FINAL COPY PERSONAL NARRATIVE IS NOT COMPLETED, YOU WILL NOT PARTICIPATE IN THE READ IN!
********READ IN************
Students may bring: snacks of any kind, a beverage (no energy drinks), pillow, blanket and a REALLY GOOD BOOK TO READ!!!!!!!
WEEK OF SEPTEMBER 25th to SEPTEMBER 29th
MONDAY: PRE-AP ELA
*HOMEWORK DUE: Dian Fossey sheet/ we will go over in class:) (video)
NEW HOMEWORK: Voc. List 3 (test on Friday)
*Students need time to read over his/her peer scoring sheets and make the necessary revisions
*Writing conferences with teacher / students sign up if they would like to discuss his/her personal narrative
MONDAY: GRADE LEVEL ELA
NEW HOMEWORK: Voc. List 3 (test on Friday)
*Peer scoring day with personal narratives
*GALLERY WALK: Peer personal narrative scoring: ALL names will be blacked out, so no one will know whose paper they are scoring.
TUESDAY: early release day - all classes
*MAP practice with all class to prepare for MAP testing Wednesday & Thursday
WEDNESDAY AND THURSDAY - all classes in the AM
*Students will be taking the MAP assessment (math on Wednesday/ reading on Thursday) This assessment will help us to determine our students’ weaknesses and strengths, so we can better help each student to grow this school year.
*PRE-AP :Shortened schedule in the afternoon will be used to continue revising and editing students’ final copy of his/her personal narrative.
*GRADE LEVEL: Shortened schedule in the afternoon will be used to continue peer scoring.
FRIDAY: PRE-AP ELA
*Voc. Quiz: List 3
*FINISH all revisions on students’ personal narratives
*Writing conferences with teacher
*Students need to print and turn in his/her final copy by WEDNESDAY, OCT. 4th
FRIDAY: GRADE LEVEL ELA
*Voc. Quiz: List 3
*Students need time to read over his/her peer scoring sheets and start making the necessary revisions
*Writing conferences with teacher
*Writing conferences with teacher / students sign up if they would like to discuss his/her personal narrative
BELOW IS THE PERSONAL NARRATIVE RUBRIC WE ARE USING TO SCORE
PEER SCORING SHEETS are going to be used (TUESDAY, 9-19-17 in PRE-AP & 9-21-17 in GRADE LEVEL) to score one another's personal narrative rough drafts. Students wrote a number assigned to them, instead of using his/her names.
RATIOCINATION: In class today (9-18-17 PRE-AP & 9-21-17 in GRADE LEVEL), we are using ratiocination to locate key elements in our rough draft personal narrative using color!
SCHOLASTIC BOOK CLUB! Order books on line using the following code:
Class Code: RHXYJ
When you order books using my class code, I earn points to purchase books for our classroom library:) THANK YOU!
Class Code: RHXYJ
When you order books using my class code, I earn points to purchase books for our classroom library:) THANK YOU!
GRADE LEVEL ELA WEEK OF SEPTEMBER 18th-22nd
MONDAY 9-18-17 and TUESDAY 9-19-17
*WRITER'S WORKSHOP: We (Mrs. Clayton and I ) will working with small groups to help students add details to his/her personal narrative. Students will be using a checklist to thoroughly comb through his/her writing.
WEDNESDAY: 9-20-17
*RATIOCINATION = Students will use the ratiocination technique to notice certain writing elements in his/her personal narrative rough draft.
THURSDAY: 9-21-17
*GALLERY WALK: Peer personal narrative scoring: ALL names will be blacked out, so no one will know whose paper they are scoring.
*MINI-LESSON: Simple, compound, complex sentences
FRIDAY: 9-22-17
*MINI-LESSON: Frequently misspelled words
*WRITER'S WORKSHOP: Students will use the information the gain from the gallery walk, to revise & edit his/her rough draft. Students can also use this time to conference with me about his/her writing. Once all revisions/corrections have been made, students need to start typing his/her FINAL COPY.
WE WILL BE WORKING ON:
*Organization: How can we make sure our story flows smoothly from beginning to end?
*Development of Ideas: Is my personal narrative interesting? Did I add enough details (show not tell, figurative language, thought shots)
*Author's Craft: As an author, am I using a variety of sentences? Does my piece of writing sound like a middle schooler's piece of writing. (rich word choice)
*Conventions: Does everything look perfect? Correct spelling, punctuation, capitalization, verb agreement,
grammar.
PRE-AP ELA WEEK OF SEPTEMBER 18th - 22nd
MONDAY: 9-18-17
*PRE-AP ONLY = TYPED & PRINTED ROUGH DRAFT OF PERSONAL NARRATIVE DUE TODAY!
*RATIOCINATION = Students will use the ratiocination technique to notice certain writing elements in his/her personal narrative rough draft.
*HOMEWORK: Dian Fossey biography: read & answer questions. DUE MONDAY, SEPT. 25th
TUESDAY: 9-19-17
*GALLERY WALK: Peer personal narrative scoring: ALL names will be blacked out, so no one will know whose paper they are scoring.
*MINI-LESSON: Simple, compound, complex sentences
WEDNESDAY: 9-20-17 THURSDAY: 9-21-17 FRIDAY: 9-22-17
*MINI-LESSON: Frequently misspelled words
*WRITER'S WORKSHOP: Students will use the information the gain from the gallery walk, to revise & edit his/her rough draft. Students can also use this time to conference with me about his/her writing. Once all revisions/corrections have been made, students need to start typing his/her FINAL COPY.
WE WILL BE WORKING ON:
*Organization: How can we make sure our story flows smoothly from beginning to end?
*Development of Ideas: Is my personal narrative interesting? Did I add enough details (show not tell, figurative language, thought shots)
*Author's Craft: As an author, am I using a variety of sentences? Does my piece of writing sound like a middle schooler's piece of writing. (rich word choice)
*Conventions: Does everything look perfect? Correct spelling, punctuation, capitalization, verb agreement,
grammar.
MONDAY 9-18-17 and TUESDAY 9-19-17
*WRITER'S WORKSHOP: We (Mrs. Clayton and I ) will working with small groups to help students add details to his/her personal narrative. Students will be using a checklist to thoroughly comb through his/her writing.
WEDNESDAY: 9-20-17
*RATIOCINATION = Students will use the ratiocination technique to notice certain writing elements in his/her personal narrative rough draft.
THURSDAY: 9-21-17
*GALLERY WALK: Peer personal narrative scoring: ALL names will be blacked out, so no one will know whose paper they are scoring.
*MINI-LESSON: Simple, compound, complex sentences
FRIDAY: 9-22-17
*MINI-LESSON: Frequently misspelled words
*WRITER'S WORKSHOP: Students will use the information the gain from the gallery walk, to revise & edit his/her rough draft. Students can also use this time to conference with me about his/her writing. Once all revisions/corrections have been made, students need to start typing his/her FINAL COPY.
WE WILL BE WORKING ON:
*Organization: How can we make sure our story flows smoothly from beginning to end?
*Development of Ideas: Is my personal narrative interesting? Did I add enough details (show not tell, figurative language, thought shots)
*Author's Craft: As an author, am I using a variety of sentences? Does my piece of writing sound like a middle schooler's piece of writing. (rich word choice)
*Conventions: Does everything look perfect? Correct spelling, punctuation, capitalization, verb agreement,
grammar.
PRE-AP ELA WEEK OF SEPTEMBER 18th - 22nd
MONDAY: 9-18-17
*PRE-AP ONLY = TYPED & PRINTED ROUGH DRAFT OF PERSONAL NARRATIVE DUE TODAY!
*RATIOCINATION = Students will use the ratiocination technique to notice certain writing elements in his/her personal narrative rough draft.
*HOMEWORK: Dian Fossey biography: read & answer questions. DUE MONDAY, SEPT. 25th
TUESDAY: 9-19-17
*GALLERY WALK: Peer personal narrative scoring: ALL names will be blacked out, so no one will know whose paper they are scoring.
*MINI-LESSON: Simple, compound, complex sentences
WEDNESDAY: 9-20-17 THURSDAY: 9-21-17 FRIDAY: 9-22-17
*MINI-LESSON: Frequently misspelled words
*WRITER'S WORKSHOP: Students will use the information the gain from the gallery walk, to revise & edit his/her rough draft. Students can also use this time to conference with me about his/her writing. Once all revisions/corrections have been made, students need to start typing his/her FINAL COPY.
WE WILL BE WORKING ON:
*Organization: How can we make sure our story flows smoothly from beginning to end?
*Development of Ideas: Is my personal narrative interesting? Did I add enough details (show not tell, figurative language, thought shots)
*Author's Craft: As an author, am I using a variety of sentences? Does my piece of writing sound like a middle schooler's piece of writing. (rich word choice)
*Conventions: Does everything look perfect? Correct spelling, punctuation, capitalization, verb agreement,
grammar.
WEEK OF SEPTEMBER 11th - 15th
MONDAY:
*Mini-Lesson = Explode the Moment - read & notice excerpt from WOODSONG (Gary Paulson)
*Brainstorm/prewrite for personal narrative
TUESDAY:
*Mini-lesson = Figurative Language
*Read: "My Favorite Place" *
*WRITER'S WORKSHOP - Students will start writing his/her personal narrative in class
*Students can sign up to conference with me!
***PRE-AP ONLY = read SEEDFOLKS (see reading plan handout)
WEDNESDAY:
*WRITER'S WORKSHOP ALL DAY:)
*Students can sign up to conference with me!
THURSDAY:
*Mini-Lesson = simple, compound, complex sentences
*WRITER'S WORKSHOP
*Students can sign up to conference with me!
***PRE-AP ONLY = read SEEDFOLKS (see reading plan handout)
FRIDAY:
*WRITER'S WORKSHOP ALL DAY:)
*Students can sign up to conference with me!
******PRE-AP ELA ONLY =
TYPED & PRINTED ROUGH DRAFT IS DUE MONDAY, SEPTEMBER 18TH, AS SOON AS YOU WALK IN THE DOOR!!!!
MONDAY:
*Mini-Lesson = Explode the Moment - read & notice excerpt from WOODSONG (Gary Paulson)
*Brainstorm/prewrite for personal narrative
TUESDAY:
*Mini-lesson = Figurative Language
*Read: "My Favorite Place" *
*WRITER'S WORKSHOP - Students will start writing his/her personal narrative in class
*Students can sign up to conference with me!
***PRE-AP ONLY = read SEEDFOLKS (see reading plan handout)
WEDNESDAY:
*WRITER'S WORKSHOP ALL DAY:)
*Students can sign up to conference with me!
THURSDAY:
*Mini-Lesson = simple, compound, complex sentences
*WRITER'S WORKSHOP
*Students can sign up to conference with me!
***PRE-AP ONLY = read SEEDFOLKS (see reading plan handout)
FRIDAY:
*WRITER'S WORKSHOP ALL DAY:)
*Students can sign up to conference with me!
******PRE-AP ELA ONLY =
TYPED & PRINTED ROUGH DRAFT IS DUE MONDAY, SEPTEMBER 18TH, AS SOON AS YOU WALK IN THE DOOR!!!!
SEEDFOLKS READING PLAN FOR PRE-AP ONLY!!!!!
BELOW ARE OUR WRITING TOOLS WE ARE PRACTICING IN OUR WRITER'S NOTEBOOK IN CLASS!
PERSONAL NARRATIVE RUBRIC: SCORE A "4" *See requirements below!
WEEK OF SEPTEMBER 5TH - 8TH
TUESDAY
WEDNESDAY
*PRE-AP ONLY - READ SEEDFOLKS AT HOME! CHAPTERS ASSIGNED IN CLASS!
THURSDAY
***HOMEWORK: VOCABULARY LIST ONE & TWO
*PRE-AP ONLY - READ SEEDFOLKS AT HOME! CHAPTERS ASSIGNED IN CLASS!
FRIDAY
TUESDAY
- Vocabulary - List two **HOMEWORK - STUDY LIST ONE & TWO - use Quizlet to study!
- Writer’s Toolkit: review “Show not Tell” & teachTHOUGHT SHOTS
- Personal Narrative: review RUBRIC - What do you need to do to score a 4?
- Read: Swimming with Stingrays - score it!
WEDNESDAY
- Review “HOW TO SCORE A 4” poster
- Read: Helping Hands personal narrative & score it!
- Writer’s Toolkit - What writing elements should we include in our personal narrative to score a 4?
- Figurative Language- videos/note taking/practice
*PRE-AP ONLY - READ SEEDFOLKS AT HOME! CHAPTERS ASSIGNED IN CLASS!
THURSDAY
- READ: My Favorite Place personal narrative
- Score it!
- Discuss LIFE LESSON in personal narrative
- READ: parts of WOODSONG - EXPLODE THE MOMENT & LIFE LESSON
- Look at SIGNIFICANT LIST - start brainstorming about what
***HOMEWORK: VOCABULARY LIST ONE & TWO
*PRE-AP ONLY - READ SEEDFOLKS AT HOME! CHAPTERS ASSIGNED IN CLASS!
FRIDAY
- Voc. Test List one & two
- ROUGH DRAFT: Start writing rough draft - discuss transition words and SPRINKLING in Writer’s Toolkits elements.
- CONFERENCING with teacher
WEEK OF AUG. 28th - SEPTEMBER 1st
MONDAY
TUESDAY
1. Voc. quick review - set up quizlet.com
2. Personal Narrative: notes/ Significant List
WEDNESDAY
1. Personal Narrative: continue Significant List
2. Show Not Tell : notes/video
3. Drop off Destination: writing practice
THURSDAY
1. Library: orientation/ pick out books and read
2. Work on Index Card Tower if time allows
3. HOMEWORK: Study Voc. List One- use quizlet
FRIDAY
1. VOC. TEST
2. Drop of Destination: continue working on SHOW NOT TELL practice on story started Wednesday!
3. Index Card Tower: work on in class/ due Tuesday, Sept. 5th
MONDAY
- Vocabulary List One **HOMEWORK: Study 5 voc. stems TEST: ON FRIDAY!
- What is a Personal Narrative? autobiography vs. memoir vs. personal narrative
TUESDAY
1. Voc. quick review - set up quizlet.com
2. Personal Narrative: notes/ Significant List
WEDNESDAY
1. Personal Narrative: continue Significant List
2. Show Not Tell : notes/video
3. Drop off Destination: writing practice
THURSDAY
1. Library: orientation/ pick out books and read
2. Work on Index Card Tower if time allows
3. HOMEWORK: Study Voc. List One- use quizlet
FRIDAY
1. VOC. TEST
2. Drop of Destination: continue working on SHOW NOT TELL practice on story started Wednesday!
3. Index Card Tower: work on in class/ due Tuesday, Sept. 5th
WEEK OF AUG. 21st - AUG. 25TH
MONDAY:
*Classroom expectations/ snacks/ H2O/ 10 minutes of silent reading every day:)
*Name Plates
*Supplies = collect composition notebook
*School Video / school expectations
*Name Game - timed ball toss fun!
TUESDAY:
*SSR (silent reading- 10 min.) ***Students must ALWAYS have a chapter book to read!!!
*Name Game - ball toss/ try to improve time!
*Collect composition notebooks
*Story Time!
WEDNESDAY:
*SSR (silent reading- 10 min.)
*Supplies - collect Writer's Notebooks
*Name Game - from a new perspective
*THIS IS WHO I AM! index card assignment: we will work on this in class and at home! YOU WILL ALSO NEED TO TAPE A PICTURE OF YOURSELF ON THE VERY TOP OF THE INDEX TOWER:)
THURSDAY:
*SSR (silent reading- 10 min.)
*Story Time!
*Listen to music and work on the "THIS IS WHO I AM!" assignment: we will work on this in class and at home! YOU WILL ALSO NEED TO TAPE A PICTURE OF YOURSELF ON THE VERY TOP OF THE INDEX TOWER:)
FRIDAY:
*SSR (silent reading- 10 min.)
*3 to 4 week study about THE AMAZING BRAIN every Friday!
*Students are going to learn about their brains/ how they learn/ how to keep a healthy brain/ IQ vs. EQ/ the difference between being optimistic vs. pessimistic / introduced to some amazing people and stories! This is a great way to start the school year:) Please ask your child about what they learned every Friday!
*"THIS IS WHO I AM" assignment: we will work on this in class and at home! YOU WILL ALSO NEED TO TAPE A PICTURE OF YOURSELF ON THE VERY TOP OF THE INDEX TOWER:)
MONDAY:
*Classroom expectations/ snacks/ H2O/ 10 minutes of silent reading every day:)
*Name Plates
*Supplies = collect composition notebook
*School Video / school expectations
*Name Game - timed ball toss fun!
TUESDAY:
*SSR (silent reading- 10 min.) ***Students must ALWAYS have a chapter book to read!!!
*Name Game - ball toss/ try to improve time!
*Collect composition notebooks
*Story Time!
WEDNESDAY:
*SSR (silent reading- 10 min.)
*Supplies - collect Writer's Notebooks
*Name Game - from a new perspective
*THIS IS WHO I AM! index card assignment: we will work on this in class and at home! YOU WILL ALSO NEED TO TAPE A PICTURE OF YOURSELF ON THE VERY TOP OF THE INDEX TOWER:)
THURSDAY:
*SSR (silent reading- 10 min.)
*Story Time!
*Listen to music and work on the "THIS IS WHO I AM!" assignment: we will work on this in class and at home! YOU WILL ALSO NEED TO TAPE A PICTURE OF YOURSELF ON THE VERY TOP OF THE INDEX TOWER:)
FRIDAY:
*SSR (silent reading- 10 min.)
*3 to 4 week study about THE AMAZING BRAIN every Friday!
*Students are going to learn about their brains/ how they learn/ how to keep a healthy brain/ IQ vs. EQ/ the difference between being optimistic vs. pessimistic / introduced to some amazing people and stories! This is a great way to start the school year:) Please ask your child about what they learned every Friday!
*"THIS IS WHO I AM" assignment: we will work on this in class and at home! YOU WILL ALSO NEED TO TAPE A PICTURE OF YOURSELF ON THE VERY TOP OF THE INDEX TOWER:)
6th GRADE ELA/PRE-AP ELA
1ST NINE WEEKS ACADEMIC FOCUS:
*Writing = Personal Narrative: *Reading = Seedfolks (Pre-AP)
-1st person point of view Fish in a Tree
-leads/hooks -theme
-conclusions -point of view
-chronological order -elements of fiction
-organization -connections
-voice -questioning
-figurative language -summary
-word choice -text evidence
-sentence fluency -plot diagram
-show, don't tell -text evidence
-writing process: brainstorming, rough draft
revise, edit, final copy/publish
-complete sentences/ simple & compound sentences
-verb tense
1ST NINE WEEKS ACADEMIC FOCUS:
*Writing = Personal Narrative: *Reading = Seedfolks (Pre-AP)
-1st person point of view Fish in a Tree
-leads/hooks -theme
-conclusions -point of view
-chronological order -elements of fiction
-organization -connections
-voice -questioning
-figurative language -summary
-word choice -text evidence
-sentence fluency -plot diagram
-show, don't tell -text evidence
-writing process: brainstorming, rough draft
revise, edit, final copy/publish
-complete sentences/ simple & compound sentences
-verb tense