WEEK 16 – December 4-8, 2017
You student will bring home a progress report for you to sign and discuss his/ her grade in ELA.
It must be returned to Mrs. Stewart on Wednesday Dec 6 for him or her to receive a bonus participation grade.
Also, any missing grade can be made up by Friday Dec 8. Report cards are due by the semester just before Christmas Break.
WEEK 15 – November 28 – Dec 1, 2017
Typed Malala essays are due Friday Dec 1, 2017.
Read the newspaper together with your student.
Whether it’s for 15-30 minutes over breakfast or on weekends, establish a routine and discuss what you each read.
Lea el periódico junto a sus niños. No importa que sea por 15 minutos, durante el desayuno o los fines de semana, establezca una rutina y convérseles acerca de lo que cada uno haya leído.
November 20-24, 2017
THANKSGIVING BREAK – No School
WEEK 14 – November 13-17, 2017
Work with your team and complete Thinking Map Circle map. Add 30 points form yoru notes on Malala.
Develop a three paragraph essay using information form your notes, power point presentation, articles, and video.
Introduction, body, and conclusion – Each paragraph must have 5 sentences each minimum.
WEEK 13 – November 6-10, 2017
ELA Writing: Read text on Malala, complete annotation and highlight important information. Add an introductory paragraph to beginning of text.
Watch video about Malala on YouTube and complete notes summarizing significant events. Due Monday Nov 13th.
WEEK 12 – October 30-Nov 3, 2017
ELA – Writing: complete notes on primary vs secondary sources for writing informational text.
October 23-27, 2017
Fall break. No School
WEEK 11 – October 16-20, 2017
Reading: start working on timeline project. Supplies needed for project include 6+ pictures, poster board paper. Due after Thanksgiving break.
ELA: finish essay on Cycling.
WEEK 10 – October 9-13, 2017
|ELA (Stewart)||Vision Board presentation||Page 88 of Spring Board book. Read article $211bn… and write answers to 5 questions using RACE strategy.||Watch Informational writing video and brainstorm on writing topics
|Create informational text poster||Finish with informational text poster|
WEEK 9 – October 2-6, 2017
ELA – STUDY FOR TEST ON WEDNESDAY OCT 5TH; FINISH YOUR VISION BOARD PROJECT AND BRING TO SCHOOL OCT 5TH
READING – READ FOR 30 MINUTES EVERYDAY AND COMPLETE YOUR READING LOG.
September 25-29, 2017
Have great fall Break. Work on your Vision Board project. It is due on Thursday Oct 5th when we return from fall break.
WEEK 8 – September 18-22, 2017
ELA – Begin working on your vision board project. Its due on Oct 5th.
Place it in your locker when you come to school in the morning. Do not bring it to class.
WEEK 7 – September 11-15, 2017
|-Peer edit body paragraph.
Revise paragraph based on peer editing notes from partner
Allow 25 min for writing.
|Write concluding paragraph. Peer edit paragraph
Allow 25 min for writing.
|Students will reread their completed personal narrative for further corrections/changes.
-allow 25 min for final copies.
|Model RACE strategies
Students complete page 2
|Students will work in groups on the rest of the assignment and set a purpose for reading||Midway unit assessment|
WEEK 6 – September 4-8, 2017
Work on 3-paragraph essay
Intro using a hook. GO
|Watch peer editing video
Students will practice peer editing conference with a partner.
|Take peer editing quiz.
Write body paragraph
| -Teacher will display completed personal narrative model.
-Students will reread their completed personal narrative for further corrections/changes.
-Allow 25 min for final copies.
|Reading||Labor day no school. Read for 20 minutes tonight||We will begin reading the select 180 books for independent reading.||Working in small groups to finish pgs 132-133. Analyze Test Argument Essay||Ensure R180 book is 100 point above reading level||Each student will read R180 book with 20 minutes, conference with the teacher, and take an R180 quiz on select reading text.|
WEEK 5 – Aug. 28 – Sep. 1, 2017
|-Revisit the story Bad Boy. Students will use a Elements GO to record and present the narrative elements within the text by think-pair-share.
– Post Proofreading Marks chart on the board and distribute a hard copy to the students. Have them to paste their hard copy into the end of their bell ringer section.
-Discuss each symbol and allow time for students to practice by engaging in a Proof reading Marks Hide-N-Go-Seek.
|Getting Ready To Write Your Personal Narrative
-Think back to the story Bad Boy about the choices he made in the classroom, with his teachers and the other students. Now, reflect on an event in your life where you had to make a choice.
-Brainstorm your ideas and discuss with your partner.
-Record those ideas in the Narrative section of notebook.
– transfer the ideas onto a 3-paragraph using the graphic organizer.
|Quarter One Mid Unit Language Arts Assessment #1 (CTLS) – Note to teacher: Be sure to use the clickers
-Upon completion of assessment, students will revisit their ideas from yesterday. They will begin to formulate those ideas into sentences on a Freewriting Model
-Monitor students during their writing.
|-Teacher will explain sensory details using power point.
-Provide examples of sensory details.
-Guided practice of sensory details.
-Students will review Bad Boy narrative with a partner to identify/highlight sensory details throughout the story.
|-Revisit Freewriting Model to check and add sensory details to students’ writings.
-Share writing with a peer (peer editing). While peer editing, students will assess the writing piece in search of denotation and/or connation. Jot the peer’s denotation and connation phrase down on a post-it.
|Media Center to check out books for Independent Reading:
|Independent Reading: Students will use using Graphic organizer to make predictions about their IR book.||Independent Reading: Students will write a reading response using their making predictions strategies.||Strategy quiz||Comprehension: questions 1-10 Chapter 3 cooperative learning|
WEEK 4 – AUGUST 21-25, 2017
(WITH MRS. STEWART)
|Discuss characteristics of narrative writing, the use of transitional words p. 30. Show a brief video on transitional words.
Actively read the narrative on p. 24-27 “Bad Boy. Students will annotate the text for narrative elements while reading aloud.
|Read of Bad Boy.
In small groups, answer the comprehension questions on p. 28
|Students work in pairs to complete the GO on p. 29||Students review “Bad Boy” narrative with a partner to identify/highlight sensory details throughout the story.
|Formative Assessment- Students will be required to add an ending to the story. Ending must including sensory details.
(WITH MRS. GALLIEN)
|Read The Power of Peer Pressure page 126-128.||Practice and complete vocab section of Peer Pressure story (130)
|Read around the room.
Complete the scavenger hunt using posters around the room.
|Complete scavenger hunt and read independently.