September 21

Fri Sept 21

ALL CLASSES:

  • DGP Week 3, Day 5
  • The classes checked and went over the worksheet titled “The Narrator.”
  • Students shared their “15 Sentence Portrait” but some did not get a chance. We will continue sharing after the break.

Homework: Have a great break!

September 20

Thurs Sept 20

ALL CLASSES:

  • DGP Week 3, Day 4
  • The classes went over and discussed what was circled for Tone in “All Summer in a Day”
  • After going over the directions for the worksheet titled “The Narrator,” students were to begin completing the worksheet

Homework: Students should have both sides of the worksheet titled “The Narrator,” completed before class tomorrow (you do not have to do the the fairy tale writing part on the bottom of the back side next to the picture of a light bulb).

September 19

Wed Sept 19

BLOCKS 1. 2, & 3:

  • DGP Week 3, Day 3
  • Class discussed Tone
  • For a 2nd read of the story “All Summer in a Day,” students followed along to a recording of the story and were to circle words, phrases, or sentences that created a sad and/or serious tone.

Homework: If you did not circle much for tone i class, go back over the story again to look for more.

AC BLOCKS 4 & 5:

  • DGP Week 3, Day 3
  • Class discussed Tone
  • For a 2nd read of the story “All Summer in a Day,” students followed along to a recording of the story and were to circle words, phrases, or sentences that created a sad and/or serious tone.
  • Students received a worksheet titled “The Narrator” and I went over the directions for the front side (the titled side of the worksheet without the camper and skunk picture).

Homework: Students are to complete the FRONT SIDE ONLY of the worksheet given in class.  Also, if you did not circle much for tone i class, go back over the story again to look for more.

September 18

Tues Sept 18

All Classes:

  • DGP Week 3, Day 2
  • Class discussed what a narrative is, 3 different types of point of view, and briefly touched on tone in a story.
  • The class then discussed these things in relation to the story we read, “All Summer in a Day.”

Homework: No homework…but students have all been told that we are using this story the rest of this week and the week after the break. They need to keep up with it.

September 17

Mon Sept 17

All Classes:

  • DGP Week 3, Day 1
  • Students were to revise and edit the draft they wrote on the front side of the “Write a Paragraph” worksheet on Friday.
  • Then students were to write their final copy of the paragraph on the perfect summer day. This is to be done on the back side of the worksheet or on a separate sheet of paper.
  • The paragraph was to be turned in during class. If it was not, it is the student’s responsibility to get it turned in tomorrow for a late grade.
  • Finally, the students received a copy of the short story “All Summer in a Day” by Ray Bradbury. Students were to read the story and mark the text IN PENCIL as follows:
  1. Use brackets [ ] to show the line(s) that describe or give details about the setting of the story.
  2. Underline any words, phrases, or sentences that give characterization about Margot.
  3. As you come to parts that are important, main events to the plot of the story, place a star * in the margin beside them.

Homework: Finish reading and marking the story if you did not finish doing it in class today. 

September 14

Fri Sept 14

All Classes:

  • Discuss the parts of a paragraph and the steps of the writing process.
  • Students were to complete the front side of the “Write a Paragraph” worksheet. They should have the draft on the front side complete.

Homework: No homework, so enjoy the weekend!

September 13

Thurs Sept 13

All Classes:

  • Grade Exercise 2 on both sides of the worksheet started in class on Wednesday 9/12 titled “Recognizing Independent Clauses” and “Four Kinds of Sentences.”
  • After collecting the worksheet on clauses and kinds of sentences, students received a worksheet titled “Complex Sentence Review.”
  • As a class, we completed and marked and discussed the sentences on this sheet. We did not do all the sentences tough. This is to be kept in their binder as example sentences.

Homework: No homework tonight.

September 12

Wed Sept 12

All Classes:

  • Discuss Sentence Purposes and various Clauses
  • As a class we completed 1-10 on both sides of the worksheet titled “Recognizing Independent Clauses” and “Four Kinds of Sentences”
  • Then students individually completed 11-20 on both sides of the worksheet. Before leaving the room, I went over the answers to 11-20.

Homework: Complete exercise 2 on both sides of the worksheet from class.

September 11

Tues Sept 11

All Classes:

  • Classes finished color coding things that were required to be in their “15 Sentence Portrait.”
  • Students then stapled together the instruction sheet, draft, revision checklist, final copy, and grade sheet to turn in to me.
  • Remaining class time was spent talking about organization and reviewing common errors on DGP Quiz #1.

Homework: No homework. 

September 10

Mon Sept 10

All Classes:

  • As a class, students color coded things that were required to be in their “15 Sentence Portrait.” This was a guided activity to make sure 1) they had what they needed on the paper and 2) that they actually could show they knew what they wrote.

Homework: No homework.