December 6th – Book report project 6 is due
The week of December 9th – Complete The Omnivore’s Dilemma – start final book project
The week of December 16th – opportunities to complete any missing assignments and complete final book project.
Next Book report project is Due January 7th
Students are working on podcast 3 to complete before the break.
For the students who did not complete the RACE response. Here it is:
- Use and UNDERLINE a complex sentence
- Use 2 pieces of evidence
- According to the author Michael Pollan, what is the biggest influence on our food choices?
We will be working with context clues next week as we read The Omnivore’s Dilemma.
+++BOOK REPORT PROJECT 5 is due November 15th +++++++
====CLASSROOM SPELLING BEE IS NOVEMBER 15TH====
Podcast 2 should be posted by Wednesday. The Script for podcast 3 is due by the 15th.
This week we are continuing to read OMNIVORE’S DILEMMA and search for the main idea and supporting that with details. Please discuss the reading material with your students,. It is meaningful reading for a family.
++++BOOK REPORT 4 DUE OCTOBER 31ST+++++
Gifted research is recording podcast 2 this week as well as preparing their script for podcast 3.
The next book report project is due on October 31st.
AC reading is working on author’s purpose and will completing in class work to exhibit what they have learned. The second quarter is when the assignments become more demanding.
HAVE YOUR STUDENTS BRING THEIR PLEASURE READING BOOK TO CLASS EVERYDAY!!
The next book the students are reading in class is Omnivore’s Dilemma which discusses the changes in food production and distribution. By the end of the quarter we will also complete a project based on the book and a unit test over the material from this quarter. Below is the material to be covered in the Unit 2 test.
Week 1: Author’s Purpose
Week 2: Determine central ideas/ Rethink central ideas in light of new information.
Week 3: Trace central ideas/ RACE
Week 4: Consider how embedded stories/articles connect to central ideas/ details
Week 5: Context Clues
Week 6: Cause and Effect
Week 7: Compare and Contrast
Week 8: Review Inferencing
Week 9: Remediation and summative
We are slightly behind on our podcast but everyone seems to be getting up to speed so things should smooth out soon.
October 4th the 3rd book report is due.
On Friday October 4th, students will be taking the unit 1 assessment which will cover the skills we have studied this quarter.
Below I have pasted a copy of the project which students will be completing by October 9th. That will be a total of 3 class days as well as any time they wish to work on the project at home.
End of Unit 1 Project!
Directions: YOU WILL NEED TO TURN THIS PACKET IN WITH YOUR PROJECT!
You will be creating a book cover. There are different components to each part of the book cover.
Front of book cover: Create a new Title for the book. Then, using visualization create a new picture on the front cover. Get Creative!!
Inside flap one: Copy three pieces of text evidence that supports your visualization.Then, below each quote, explain how it supports your visualization.
Inside flap two: create a 5-7 sentence summary of the book. DO NOT USE BACK OF BOOK!
Back cover: Answer two of the following RACE strategy questions.
1. Identify a problem in the story. Support your answer with text evidence.
2. Make one connection between yourself and the story. Use text evidence to support your answer.
3. Create a new title of the book. Why is your title a better title for the book? Use text evidence to support your answer.
4. Make a prediction. If the author added one more chapter, what would that chapter be about? Explain using text evidence from the book.
5. After reading this book, I can infer that the main character will make what decision in the future? Use textual evidence to support your claim.
6. If I could ask the author any question about the book, what would it be? Using textual evidence explain why you would ask this question?
Checklist for Project:
1. Front Cover of Book (10 points)
2. Inside Flap 1 ( 10 points)
3. Inside Flap 2 ( 10 points)
4. Turns in Rough Draft ( 10 points)
Constructed Response 1
X 10= .
Constructed Response 2
X 10 = .
Excellent (4) Good (3) Below Average (2) Ineffective (1)
Clear conflict Clear Main Conflict Main Conflict is unclear-not specifically stated in the writing. The main conflict is not present.
All important details are included Important details are included but some might be missing Some critical information is missing Contains only some details
Details are in logical order Ideas are in logical order Ideas are in random order and not logical Ideas are not in a logical order
Demonstrates clear understanding of information in the text. Demonstrates adequate understanding Demonstrates basic understanding of information in text Demonstrates little or no understanding
Is characterized by paraphrasing of the main conflicts and significant details Is characterized by paraphrasing of the main conflicts and significant details Is characterized by the substantial copying of key phrases and minimal paraphrasing Is characterized by the substantial copying of indiscriminately selected phrases or sentences.
Total Project Grade:
We are completing the Iowa testing until September 12th this week. Your student has a book report project due this Friday.
We are focusing on RACE strategy and will be practicing the strategy in class.
Gifted Resource folks have turned in their first scripts. I am currently in the process of grading those. Because of the testing and the limited availability of technology we might have to extend the deadline for podcast 1.
Here is the link to the AJC student version
login is pdycus and password is awesome
Please check ParentVue since I have updated grades.
++++BOOK REPORT PROJECT DUE AUGUST 23++++++
AC will be working with making a connection to the text. We are currently reading Under The Royal Palms.
Resource has chosen their groups and are working on their topics. We should be in production mode by next week. I have created a tiny url to house all the podcasting information.
AC reading is using Before, During and After strategies for reading this week. We will begin reading UNER THE ROYAL PALMS by the end of the week.
Resource has been taking and utilizing the Myers-Briggs personality test as a basis for building their podcast teams. We should be ready to begin the podcast writing and production phase next week.
I will be administering the reading inventory to all students this week. I will also be working with each student to develop a goal and a plan to reach their goal.
We will have media center orientation and check out books this week.
Listed below are the book report projects and their due dates.
Book Report Projects and Due Dates Ms. Dycus
Please see the corresponding Grading checklist for further information.
- August 23 – Descriptive writing. Have each student read aloud the best example of descriptive prose found in the book he or she is currently reading. The student should write a paragraph explaining why the excerpt is a particularly good example of descriptive prose. The paragraph might include some of the adjectives the author used to set the scene.
- September 13 -Thumbs Up, Thumbs Down. Each student writes a review of the book he or she just finished reading — in the style of a movie review. The student concludes by awarding a thumbs up or thumbs down on the book. This activity could be even more fun if two students read the same book. They could plan a lively interaction, a la and Ebert and Roeper, about the book, which could be videotaped for all to see!
- October 4 – Character Trait Diagram. Each student creates a Venn diagram to illustrate similarities and differences in the traits of two of the main characters in a book just completed. (A student might elect to create a Venn diagram showing similarities and differences between the book’s main character and the student!)
- October 31 – Surfing the Net. Where did the story take place? When did it take place? Each student surfs the Net to find five Internet sites that others might check out before they read the book so they will know more about the book’s setting or time period.
- November 15 – Write a Letter to the Author. After reading a book, each student shares reactions to the book in a letter written to its author. If a student writes to an author who is still alive, you might actually mail the letter.
- December 6 – Sell It. Each student pretends to be a publicist for the book that’s just been read. The student writes and then delivers a 60-second speech that will persuade other students that they should read the book. Writing and speaking persuasively will be especially difficult if the student didn’t like the book. If that’s the case, the student can share that fact after completing the speech.
- January 7 – Create a Card Catalog. After reading a book, a student completes an index card with information about the book. The front of the card includes details such as title, author, and date published along with a two- to three-sentence synopsis of the book. On the back of the card, the student writes a paragraph critiquing the book. Students might even rate the book using a teacher-created five-star rating system. Example: A five-star book is “highly recommended; a book you can’t put down.” Completed cards are kept in a card file near the classroom bookshelf or in the school library.
- January 24 – Interview a Character. Each student composes six to eight questions to ask a main character in a book just completed. The student also writes the character’s response to each question. The questions and answers should provide information that shows the student read the book without giving away the most significant details.
- February 7 – Ten Facts. Each student creates a “Ten Facts About [book title]” sheet that lists ten facts he or she learned from reading the book. The facts, written in complete sentences, must include details the student didn’t know before reading the book.
- February 27 – Script It! Each student writes a movie script for a favorite scene in a book just read. At the top of the script, the student can assign real-life TV or movie stars to play each role. The student might also work with classmates to perform the favorite scene.
- March 13 – What Did You Learn? Each student writes a summary of what he or she learned from a book just completed. The summary might include factual information, something learned about people in general, or something the student learned about himself or herself.
- March 31 – In the News. Each student creates the front page of a newspaper that tells about events and characters in a book just read. The newspaper page might include weather reports, an editorial or editorial cartoon, ads, etc. The title of the newspaper should be something appropriate to the book.
- April 30 – Create a Comic Book. Each student can turn a book, or part of it, into a comic book, complete with comic-style illustrations and dialogue bubbles.
- May 14 -Character Trait Chart. Each student creates a chart with three columns. Each column is headed with the name of one of the book’s characters. As the student reads the book, he or she can keep a record of the traits each character possesses and include an incident that supports each trait.