17 February - 21 February

Weekly Mastery List: Please complete the following IXL skills; mastery is a smart score of 55. If you would like to earn extra points, you may do the complete list up to 90 (instead of 55) for extra credit.

MASTERY LIST: 4th grade: GG.1, GG.2, GG.3, GG.4, HH.9, HH.10 5th grade: EE.1, EE.2, AA.2, AA.3

2/17 Holiday

2/18 How can I use subject-verb agreement?

IN: With a partner, look at these examples of "to be" verbs and write an explanation in your own words of a "to be" verb.

• Why is it important to know if the subject is singular or plural?
  • Class review: IXL 2nd grade SS.1
    • Notice which verb is being used when identifying singular and plural subjects.
• With your partner, discuss the following 5 sentences. Write the verb that matches the subject in your notebook, and identify the s/v agreement rule from your (R9) handout:
  1. Either James or Ashley _____ (to give) the presentation.
  2. Many people ____ (to be) having lunch.
  3. None of them ____ (to be) able to give the right answer.
  4. Neither ____ (to be) here.
  5. Thirty minutes ____ (to be) a short time to wait at the DMV.
  • Copy the following paragraph in your notes, and fill in the blanks: There _______ (to be) a few people in the pet shop when the man enters. A number of them _______ (to laugh) as they watch the purebreds in the corner. All of the dogs in that kennel _______ (to race) each other, trying to show off. Few _____ (to notice) the mutt, with his scruffy collar and mismatched ears. Each of the mutt’s ears ______ (to turn) as the new stranger spots him. “Here ______ (to be) our other dog,” the owner says, “Everyone ______ (to want) the pedigree dogs. The mutt costs one hundred.”

“One hundred dollars ______ (to be) barely anything for a dog,” the man says. Nobody _______ (to watch) as the dog sneaks underneath the man’s chair, listening. Many people _______ (to be) come and gone before, but no one has ever taken the dog home.

• Paragraph subject-verb agreement
• IXL subject-verb agreement review: 2nd grade SS.1, SS.2, SS.3, and 3rd grade II.1, II.2, II.3

OUT: Self-assessment: Considering that you are paid for going to school in skills and knowledge, assess the commitment you've made to your own learning in your high school career.

MAKE UP WORK: Complete the IN activity. Complete 10 of each of all the IXL exercises; take notes on each topic. Copy the paragraph from above, and fill in the blanks. Complete the OUT activity.

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2/19 ER How can I use what I've learned so far?

IN: With a partner, discuss the following 5 sentences. Write the verb that matches the subject in your notebook, and the s/v agreement rule (R9):

1. Here ____ (to be) my pencils.
2. Neither Angel nor Amy ____ (to be) here.
3. Few students ____ (to have) failed the test.
4. A number of sophomores ____ (to be) waiting for help.
5. Everyone ____ (to be) here.

• Teams compete:
  • Kahoot with subject-verb agreement
  • Whiteboard app with IXL 4th grade GG.2 (subject-verb agreement), Using R10, 5th grade FF.4 (verb tense)
• Full class IXL gerund review: 9th grade AA.4
• Full class IXL infinitive review: 9th grade AA.5
  • IXL verb tense review: 5th grade FF.1, FF.4, FF.8 (R10)
  • IXL subject-verb agreement review: 5th grade EE.1, EE.2

OUT: Using your R10 handout, write one paragraph about food, using simple tense, progressive tense, perfect tense, and perfect progressive tense. What is your favorite type of food? What do you like to cook? What did you like when you were younger? What foods would you like to try in the future? What do you eat for your daily lunch?

MAKE UP WORK: Complete 10 of each of all the IXL exercises; take notes on each topic, and complete the IN and the OUT.

Kahoot with subject-verb agreement and finding the subjects.

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2/20 What have we learned so far this semester?

IN: Review of transitive and intransitive verbs. Review of being verbs and action verbs. Write these sentences in the far right column of your notebook and label the verbs as either an action verb or a being verb. Next label the verbs as either transitive or intransitive.

• IXL full class practice and individual self assessment:
  • 6th grade FF.3 (prepositional phrases), 6th grade HH.2 and HH.3 (conjunctions), 6th grade X.3 (simple subject and simple verb [predicate]), 6th grade CC.1 (subject-verb agreement).
• POS Post assessment (create key on whiteboard)
• Looking at your R8 handout, work with a partner to write down anything that seems unfamiliar, anything that you expect to learn about sentence patterns. Write in your middle 'student says' column.
• Pre-assessment of patterns
• Use you R8 handout to answer these questions.

OUT: Looking forward into R8, what do you expect to learn about sentence patterns? What questions do you have? What seems unfamiliar? What is already familiar to you?

MAKE UP WORK: Take notes on the IXL exercises. You can submit the notes (include the IN and OUT) to my in-box. Please make sure the date of the absence is identified on the make-up work. Come in to take the POS post assessment.

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2/21 What do I need to know about phrases and clauses?

IN: Work with a partner to answer these questions: 1. What is a phrase? 2. What is a clause? 3. What is an independent clause (IC)? 4. What is a dependent clause (DC)?

• Introduction to sentence pattern terms
• Practice with phrases and clauses:
  • Phrase or clause? IXL 7th grade Z.1
  • Independent clause (IC) or dependent clause (DC)? IXL 7th grade Z.3
• Intro to sentence patterns with examples of patterns 1-8
  • Using R8a handout as a model, write two of each pattern.

OUT: Use R8: In terms of independent and dependent clauses (IC) and (DC), write the minimum requirements of the simple, compound, and complex sentences.

MAKE UP WORK: On a separate sheet of paper, complete both the IN and OUT, write three of each pattern following this handout as a model and explain each pattern in your own words-what do you need to have in each pattern? Look at R8 and pay attention to punctuation, conjunctions and dependent markers. Take notes on the handouts. Please make sure the date of the absence is identified on the make-up work.