April 23 – April 27, 2018

This week students are continuing working on their independent study Literary Globe.  Please keep up with the due dates.  Your third check point is coming up this Wednesday, April 25.  Three more panels will be due.  That means they contain all the required information and they are colored.

Here is the link to the documents you received in class.  Literary Globe 2018-uc0ji0

Remember that you are being given class time to work on this so very little work should not be needed outside of class if you are using your time wisely.

Here are two ways you can put your globe together.  We will have a work day in class next Monday, or you can do it at home.

Glue together video: https://www.youtube.com/watch?v=XpFXndiGC60

Staple together Video: https://www.youtube.com/watch?v=PIJizhdtAsg

April 16 – April 20, 2018

This week students are continuing working on their independent study Literary Globe.  Please keep up with the due dates.  Your second check point is coming up this Thursday, April 19.  Four panels will be due.  That means they contain all the required information and they are colored.

Here is the link to the documents you received in class.  Literary Globe 2018-uc0ji0

Remember that you are being given class time to work on this so very little work should not be needed outside of class if you are using your time wisely.

April 9 – April 13, 2018

Here is the link to Unit 9 vocabulary

https://quizlet.com/_28osta

6th Grade will take their unit 9 vocabulary quiz on Tuesday, April 17.

Remediation and retests for Quarter 4 Summative #1 will be due on Monday, April 16, 2018.

Testing schedule for this week and next week (7th grade tests)

We are beginning an independent study which will be due April 30, 2018.  Students received their instructions and should bring their book and materials to class each day.  Parent signatures are due this Friday, April 13, 2017.  This is a fun project which allows for student choice and creativity.  Students will be working in class on the project over the next couple of weeks.

March 26 – March 30, 2018

https://quizlet.com/_3ak014

Here is what we are working on this week:

ELAGSE6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6RI2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
ELAGSE6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELAGSE6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
ELAGSE6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audienceauditoryaudible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ELAGSE6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context.

ELAGSE6L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

This week’s vocabulary is Unit 8.  Here is the link to Quizlet to help you study.

https://quizlet.com/_3ak014

Here is a link where you can access free GA Milestone practice

http://bit.ly/2FK0DeQ6grade

MONDAY:  Survivor Island Review/Tribal Council/Mini Lesson

Students will continue their “Survivor Island Review”.

*To Dab or Not To Dab – Close Read

Students will use a highlighter or color pencil to mark the text.  They will read the text and choose a “Talking Card” as they discuss their answer.  Lastly, they will complete the comprehension questions as a Reward Challenge.

Afterwards, students will receive their unit 8 vocabulary terms and Monday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

TUESDAY:  Survivor Island Review/Minute 2 Win It/Reward Challenge/Mini Lesson

Students will participate in the Minute 2 Win It challenge to earn points for their team.

Point of View practice, review, and presentation.During this practice, students may use their notes as a reference to help them through the lesson.  They will complete this on their own, and then collaborate for the Reward Challenge.

Students will also receive their study guide for the summative assessment on Thursday.

Afterwards, students will receive Tuesday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

WEDNESDAY:  Survivor Island Review/Mini Lesson and Practice

Review Compare/Contrast

Non-Fiction Paired Passages: Eiffel Tower vs. The Leaning Tower of Pisa

Students will read two separate passages and will then complete the compare and contrast chart.

We will go over the study guide and review for Thursday’s summative assessment.

Afterwards, students will receive Wednesday’s vocabulary exercise.

HOMEWORK:  Study for summative. Study vocabulary and complete the vocabulary assignment given in class

THURSDAY:  Survivor Island Review

Summative Assessment

Early finishers:  Computer Cart – Students will use the computers today to practice for the GA Milestone.

http://bit.ly/2FK0DeQ6grade

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

FRIDAY:  Survivor Island Review/Immunity Challenge (Vocabulary Quiz)

 *Study with a partner for vocabulary quiz

Vocabulary results will determine immunity for the next Tribal Council.                                    Computer Cart – Students will use the computers today to practice for the GA Milestone.


http://bit.ly/2FK0DeQ6grade

March 19- March 23, 2018

Here is what we are working on this week:

ELAGSE6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6RI2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

ELAGSE6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELAGSE6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audienceauditoryaudible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ELAGSE6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context.

ELAGSE6L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

This week’s vocabulary is Unit 7.  Here is the link to Quizlet to help you study.

https://quizlet.com/_2quvqc

Here is a link where you can access free GA Milestone practice

http://bit.ly/2FK0DeQ6grade

MONDAY:  Survivor Island Review/Tribal Council/Mini Lesson

Daily Warm-Up Assessment #2

Students will continue their “Survivor Island Review”.

Students will continue their “Survivor Island Review”.

Continued from Friday: Students will review comparing and contrasting a paired passage, plot, and close read.

*March Madness – Close Read

Students will use a highlighter or color pencil to mark the text.  They will read the text and choose a “Talking Card” as they discuss their answer.  Lastly, they will complete the comprehension questions as a Reward Challenge.

Afterwards, students will receive their unit 7 vocabulary terms and Monday’s vocabulary exercise.

Afterwards, students will receive their unit 7 vocabulary terms and Monday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

TUESDAY:  Survivor Island Review/Minute 2 Win It/Reward Challenge/Mini Lesson

Students will participate in the Minute 2 Win It challenge to earn points for their team.

Theme practice review and presentation.

During this practice, students may use their notes as a reference to help them through the lesson.  They will complete this on their own, and then collaborate for the Reward Challenge.

Afterwards, students will receive Tuesday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

WEDNESDAY:  Survivor Island Review/Mini Lesson and Practice

Review Compare/Contrast

Non-Fiction Paired Passages: Ancient Olympics vs. Modern Olympics

Students will read two separate passages and will then complete the compare and contrast chart.

Afterwards, students will receive Wednesday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

THURSDAY:  Survivor Island Review/Minute 2 Win It/Reward Challenge/Mini Lesson 

Students will participate in the Minute 2 Win It challenge to earn points for their team.

April Fools’ Day – Close Read

Students will use a highlighter or color pencil to mark the text.  They will read the text and choose a “Talking Card” as they discuss their answer.  Lastly, they will complete the comprehension questions as a Reward Challenge.

Afterwards, students will receive Thursday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

FRIDAY:  Survivor Island Review/Immunity Challenge (Vocabulary Quiz) 

*Study with a partner for vocabulary quiz

Vocabulary results will determine immunity for next week’s Tribal Council.

Students needing it will receive more time to complete this week’s assignments.  All students will participate in a recap of the review lessons from the week.  If time allows, students will read independently and work on their double entry journals related to the book they are reading.  They may form a reading circle to share with one another what they have been reading.

SUMMATIVE ASSESSSMENT NEXT FRIDAY, MARCH 30 OVER ESSENTIAL READING SKILLS AND COMPREHENSION

March 12 – March 16, 2018

Here is what we are working on this week:

ELAGSE6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE6RI2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).  ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
ELAGSE6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELAGSE6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ELAGSE6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context.

ELAGSE6L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

This week’s vocabulary is Unit 6.  Here is the link to Quizlet to help you study.

https://quizlet.com/_2ozbpl

MONDAY:  Survivor Island Review/Tribal Council/Mini Lesson

Students will begin their “Survivor Island Review”.  Today they will be placed into teams and will learn the rules, protocols, and activities that will take place over the next few weeks.

Next, students who were absent or those needing more time will finish the summative assessment from Friday. Students will also receive their scores.  Those needing remediation will complete activities that reinforce the concepts and complete an error analysis in lieu of a retake (grades are due 3/14).  Students ready to accelerate will read independently and complete a double-entry journal activity.  Once completed, students will meet and discuss in Reader’s Circle.

Afterwards, students will receive their unit 6 vocabulary terms and Monday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

TUESDAY:  Survivor Island Review/Minute 2 Win It/Reward Challenge/Mini Lesson

Students will participate in the Minute 2 Win It challenge to earn points for their team.

Afterwards, students will complete the mini lesson over Close Reading

*Using a highlighter or color pencil, students will read and mark the text “Beyonce”. Next, they will each choose a talking card and discuss their answers. Lastly, each student will need to complete the comprehension questions as their Reward Challenge to earn points for their team.

Afterwards, students will receive Tuesday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

WEDNESDAY:  Survivor Island Review/Mini Lesson and Practice

EARLY RELEASE DAY

Review Compare/Contrast

Non-Fiction Paired Passages: LeBron James vs. Peyton Manning

Students will read two separate passages and will then complete the compare and contrast chart.

Afterwards, students will receive Wednesday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

 

THURSDAY:  Survivor Island Review/Minute 2 Win It/Reward Challenge/Mini Lesson

 Students will participate in the Minute 2 Win It challenge to earn points for their team.

Students will review Plot and complete the Plot Practice Review exercise as their Reward Challenge

to earn points.  This will be the first formative grade for Q4 as well.

Afterwards, students will receive Thursday’s vocabulary exercise.

HOMEWORK:  Study vocabulary and complete the vocabulary assignment given in class

FRIDAY:  Survivor Island Review/Immunity Challenge (Vocabulary Quiz)

 *Study with a partner for vocabulary quiz

Vocabulary results will determine immunity for next week’s Tribal Council.

Students needing it will receive more time to complete Thursday’s assignments.  Those ready to accelerate will complete a Close Read exercise “Water Bottle Flip”. Next, they will each choose a talking card and discuss their answers. Lastly, each student will need to complete the comprehension questions.

 

 

 

March 5 – March 9, 2018

Here is what we are working on this week:

ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE6RL2: Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

This week’s vocabulary is Unit 5.  Here is the link to Quizlet to help you study.  https://quizlet.com/_2oze6i

 

MONDAY – Reading Skills Review: Determine Theme.  Students at each table will receive a non-fiction article and will work together to determine the theme of the article.  Students will share answers.

HOMEWORK: Study for vocabulary quiz

TUESDAY – Students will read the non-fiction Newsela article about Hachiko and answer the comprehension questions.  Students will work in partners to compare and contrast the article with the fiction text Lob’s Girl on a venn-diagram.  Students will watch a video about Hachiko that correlates with the article.

Hachiko Video

VOCABULARY TO KNOW: agonize, dislodge, ponder, corrupt, emerge

HOMEWORK: Study for vocabulary quiz

WEDNESDAY – Students will read “Dog of Pompeii” in class on pgs. 314-324 in the text and will answer comprehension questions on a graphic organizer. Here is a link to the story for those that are absent http://my.ccsd.net/userdocs/documents/y3iY4r6dY3JjYVat.pdf

HOMEWORK: Study for vocabulary quiz and summative over Hachiko, Lob’s Girl, and Dog of Pompeii.

THURSDAY – Students will watch a brief compare and contrast video before completing their Venn diagrams.  Using a triple Venn, they will compare Hachiko, Lob’s Girl, and Dog of Pompeii.

HOMEWORK: Study for vocabulary quiz and summative over Hachiko, Lob’s Girl, and Dog of Pompeii.

FRIDAY – Students will take the Unit 5 vocabulary quiz and them they will begin completing their summative assessment over Hachiko, Lob’s Girl, and Dog of Pompeii.

 

 

 

 

 

February 26 – March 2, 2018

Here is what we are working on this week:

ELAGSE6RL2: Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.
ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELAGSE6RL5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
ELAGSE6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and contentchoosing flexibly from a range of strategies.                         

MONDAY – Students will begin with a review of plot and characterization (PPT)

HOMEWORK: Complete vocabulary workshop Unit 4-Monday  Here is the link to Quizlet to help you study.  https://quizlet.com/_27e1pp

Next, they will complete pre-reading activities: Previewing the text and a K-W-L chart.

Once completed and discussed with a partner and as a whole group we will begin reading the short story “Lob’s Girl”

TUESDAYStudents will begin with a class discussion and predictions about what Lob’s Girl is about and will share box 1 and box 2 of the K-W-L chart.

Next, students will continue reading and working on story vocabulary, Questions for Thought, Reading for Detail, and Literary Focus questions.

HOMEWORK:  Here is the link to “Lob’s Girl” if you were absent.  Complete Questions for Thought and Literary Focus questions that you received in class yesterday. 3_Lob’s Girl by Joan Aiken-175gn6b 

Also complete Tuesday’s vocabulary for unit 4 and continue to study for the vocabulary quiz on Friday.

WEDNESDAYStudents will begin with a review of setting.

Next, they will begin completing a plot diagram, Theme chart, symbolism, and setting organizer.

THURSDAYStudents will finish any incomplete work and begin writing their BCR over “Lob’s Girl”

FRIDAY –  Students will take a summative assessment over “Lob’s Girl” and complete their BCR and any unfinished work from the week.

 

 

February 12 – February 16, 2018

Here is what we are working on this week:

ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

Here is the link to this week’s Unit 3 vocabulary Quizlet:

https://quizlet.com/152126968/sadlier-vocabulary-workshop-level-a-unit-3-flash-cards/

MONDAY (2/12) Constructed Response using the RACE Strategy

Race To the Finish: Each table will be given sentence strips that they will have to put in order based on the R.A.C.E. strategy technique previously learned in ELA.  Students will work throughout the week on writing a constructed response to literature.  We will start with explicit instruction reviewing the vocabulary and the RACE strategy for writing using a foldable.

https://prezi.com/lm1h2jni6kp4/races-writing-strategy/

Using the above link we will quickly be able to review each letter using the prompt, “What was Life Like for Serfs in the Middle Ages.” Students will highlight where each element of RACE can be found in the example given.

HOMEWORK – Vocabulary Workshop

TUESDAY (2/13)  Students will continue with the RACE strategy.  Today they will read an article on First Responders and create a response inside a foldable.

Monday and Tuesday’s Daily Warm-Up Week 3_6-2c5fojh

HOMEWORK – Vocabulary Workshop and complete your constructed response foldable if you did not finish in class.  Here is the article First Responders Article-2awyhsv

WEDNESDAY (2/14)  Students will continue with the RACE strategy.  Today they will practice identifying the “E” – They will read two brief articles and color code each piece of evidence. Afterwards, they will begin reading the article on Chris Boreland and begin writing a brief constructed response.

HOMEWORK – Vocabulary Workshop

THURSDAY (2/15)  Students will read a brief article and be presented with a question in which they will answer using the RACE strategy. 

HOMEWORK – Vocabulary Workshop, study terms and review reading skills

FRIDAY (2/16) Students will take a Reading Skills formative today and unit 3 vocabulary quiz. Afterwards, they will have D.E.A.R. Time (Independent Reading) so please bring your book to class.

 

 

 

 

 

 

 

February 5 – February 9, 2018

Here is what we are working on this week:

ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

ELAGSE6RI8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

ELAGSE6RI9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly

MONDAY 2/5  Students completed their daily warm up and received their Unit 2 vocabulary terms and Monday’s vocabulary exercise.  Afterwards, students took their Q3 summative assessment #2 over Figurative Language.  Here is the link to Quizlet to help you study Unit 2 vocabulary.  

https://quizlet.com/151066423/sadler-oxford-vocabulary-level-a-unit-2-flash-cards/

Monday’s Daily Warm-up Week 2_6-vvsvii

TUESDAY 2/6  Minute to Win It Debate Activity; Students will be given a random topic to debate with one of their peers. Afterwards, students will begin reading the article, “Are Smartphones Making Us Stupid?’ Students will read two opposing arguments, analyzing the reasons and evidence on each side.

-Complete Smart Phones Article analyzation sheet-Worth 25 points

Junior Scholastic Are Smart Phones making us Stupid Analyze Author’s Claim-2e4mzlh

Are Smartphones Making Us Stupid-1rpm0yw

 

WEDNESDAY 2/7  Debate Activity: Students will placed in groups for a debate that will take place at the end of the week.  They will begin by reading the article, “Should College Athletes be Paid?” They will read two opposing arguments, analyzing the reasons and evidence on each side and then use that information to create a debate

-Complete College Athlete worksheet -Worth 25 points

Junior Scholastic Whats your Opinion College Athlete debate sheet-2lij35e

Should College Athletes Be Paid Article-1dqm7uq

Should College Athletes Be Paid Video Clip

http://stosselintheclassroom.org/videos/should_we_pay_college_athletes/

THURSDAY 2/8 Students will continue working in groups to prepare for Friday’s debate. Graphic organizers from this week will be collected and graded.  There are 3 organizers worth 25 points a piece.  Your participation in the debate on Friday is also worth 25 points.

HOMEWORK:  Study for unit 2 vocabulary quiz on Friday

Figurative Language Summative Remediation and Re-take Information

-Complete Remediation Sheet and Quizizz (See Below) to take Figurative Language Test Due Monday (2/12)

figurative-language-worksheet-02-1nyomq5

go to https://join.quizizz.com and enter the game code: 275297

Figurative Language/ Poetry Terms Quizlet (Corrected Version)

FRIDAY 2/9 Students will take their unit 2 vocabulary quiz (formative).  Afterwards, they will present their arguments and be graded based on a rubric.

Daily Warm-Ups for Week 2

Week 2_6-vvxs2a

.