Embedded Files
Use the FIND function to locate the topic you seek.
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Friday
Create a grammar lesson. Use kahoot, quizlet, or equivalent site to test your audience. Make it fun!
http://www.dummies.com/education/language-arts/grammar/english-grammar-for-dummies-cheat-sheet/
https://sites.google.com/site/easygrammar4kids/
http://www.softschools.com/examples/grammar/
OR find an interesting reference of your own!
Email lesson and links to me with the subject line Grammar Lesson.
Thursday
Check Outs (Green Book, pages 22-28)
Making Predictions Review
When you use what you know to guess what might happen next in a story, you are
making predictions. While reading a story, you gather clues or information about
the characters, events, or setting. You can combine these clues with your own
knowledge and experience to predict what might happen next. Use the chart below
to record your predictions as you read “Checkouts.” Feel free to change your
predictions as you find new clues.
Motivation
A character’s motivation is the reason why he or she acts, feels, or thinks a certain
way. Sometimes a character’s motivation is explained or directly stated in the text.
Other times you will have to infer, or draw a conclusion about, the character’s
motivation. As you read “Checkouts,” use the chart below to note the motivations of
the boy and the girl.
Follow Up: For each motivation you explain in your chart, jot down clues from the
text that helped you understand the motivation.
Think-Pair-Share - Find a partner. Identify a theme. Find 2 specific examples from the text.
Questions
1. At the beginning of the story, how does the girl feel about her new home?
How do you know?
2. Why does the girl offer to go to the supermarket?
3. Why does the bag boy interest the girl so much?
4. How does the bag boy help the girl even though he never speaks to her?
5. What happens the next time they see each other?
6. What does the girl’s appearance (25) tell you about the kind of person she is?
7. Explain the meaning of the story’s title. Think about:
The various meanings
Wednesday
Copy of Story in Notes/Handouts
Before Reading
Review the writing prompt below. You will use this to complete the evidence chart during reading.
Describe how Joby feels at the beginning of the story, what happens in the story to help him overcome his fear, and how he shows courage at the end of the story. Use evidence from all parts of the text to support your thinking.
During Reading
Complete the evidence chart below with the page number(s) of the quote or paraphrase. Then, explain how this evidence supports ideas or argument listed above.
In the first three paragraphs, how does the author describe Joby’s thoughts and feelings?
What details in the first three paragraphs on page ___ help establish the setting?
In the third paragraph on page ___, the word “solemn” is used three times. What does it mean and why do you think the author chose to repeat this word? What effect does it create?
On page ___, the author says, “. . . raw youth their protection and benediction.” Why did the author choose to use the word benediction?
On page ___, how does Joby compare himself to the other soldiers?
Using evidence from page 8, describe the feelings that Joby has about the upcoming battle.
How does Joby view the other soldiers?
On page ___, Joby states, “Nothing was as it once was.” What does this statement tell us about Joby’s state of mind? Support your answer with evidence from the text.
On pages ___-___, the general discovers that the crying soldier is Joby, the drummer boy. How does the general’s presence and conversation comfort Joby?
On page ___, the general admits that he cried the night before. How does this affect Joby? What is the general afraid of?
Why does the general say that the drummer boy is the “heart of the army”? Provide evidence from the text to support your answer.
The author spends time describing the interaction between Joby and the general. How does the interaction on page___ help Joby understand his importance in the battle?
At the end of the story, “Joby swallowed, wiped his eyes and cleared his throat, he settled himself. Then, at last, very slowly and firmly, he turned the drum so that it faced up toward the sky.” What does this mean?
After Reading
Using your notes and table, describe how Joby feels at the beginning of the story, what happens in the story to help him overcome his fear, and how he shows courage at the end of the story. Use evidence from all parts of the text to support your thinking. This should be NO more than 5 paragraphs.
Theme - What is one theme from this story? Include this in your email.
Email with the subject line The Drummer Boy of Shiloh.
Extension
Read about the child drummers of the Civil War, and specifically Johnny Clem. Why were drummers important to the war effort? How does having children on the battlefield change your view of war?
http://spec.lib.vt.edu/voltz/voltz3.htm
https://www.civilwar.org/learn/articles/children-civil-war
https://www.civilwar.org/learn/articles/children-civil-war-battlefield
https://www.civilwar.org/learn/biographies/john-clem
http://www.arlingtoncemetery.net/jlclem.htm
Tuesday
Finish “From War to America” discussion.
Read “Shattered Lives.” This article from the January 2015 issue of Scope tells the powerful story of an 11-year-old refugee of the Syrian war. An informational text on the Zaatari refugee camp in Jordan takes students on a tour of one of the largest refugee camps in the world.
https://cdn-scope.scholastic.com/sites/default/files/SCOPE-Archive-ShatteredLives.pdf
After Reading
In a well-organized paragraph, describe one challenge refugees face and what you could do to help them overcome that challenge. Support your ideas with details from “From War to America” and “Shattered Lives.”
Imagine a group of refugees will soon be arriving in your town. Write an opinion piece for your local newspaper about how your community can help them and why it’s important to do so. Support your ideas with details from “From War to America.”
Monday
“From War to America” (Scope, September 2017, 4-9)
Complete Anticipation Survey - https://goo.gl/forms/JIqcIHBrhKfT8v5n1
Video – Behind the Scenes “From War to America”
Exploring Text Features
Authors use text features to bring attention to important details. In a nonfiction article, text features include titles, subheadings, photos, captions, charts, and maps.
1. Read the headline and study the images on pages 4-5. What do these features tell you about Francois and Cedric Jacob?
2. Read the caption and study the “before and after” images on page 7. What can you infer about the war in Syria from these text features?
3. Study the map on page 6. What does it reveal about the Jacob family’s journey?
4. Read the subheadings in the article. Based on your preview of the article, write one sentence predicting what the article will be mainly about.
After Reading
5. On page 6 the author writes, “Francois worried about how the disruptions in his education would affect his future.” What can you infer about Francois from this detail?
I can infer that Francois is likely a studious and ambitious person. That Francois is worried about his education shows that he cares about his studies and hopes to be able to put them to use one day.
6. Text structure is the term for how an author organizes information. Information in the section “Just in Time” uses a sequence-of-events structure. Which words and phrases in the section help you identify this text structure?
A They sprinted; bullets whizzed; they ducked
B catch their breath; lives were in danger; kept running
C On that September day; At last; In the coming days
7.Tone is the author’s attitude toward the subject matter or toward the reader or audience.
A. Circle the word that best describes the author’s tone in the section “Huge Challenges.” judgmental surprised sympathetic.
B. Briefly explain how you know:
8. The author begins the section “Looking Forward” by describing how well Francois and Cedric have adjusted to life in the United States. The author then writes, “Of course, the brothers still think about Syria sometimes, about what they’ve lost and how their lives have changed.”
Mood is the feeling the reader gets from a piece of writing. The sentence above changes the mood of the section from:
A excited and thrilled to overwhelmed and depressed.
B hopeful and upbeat to somber and thoughtful.
C hopeful and happy to confused and sad.
Central Ideas and Details
A central idea of a text is one of the main points the author is making. (Sometimes a central idea is called a main idea.) A central idea can always be supported with details from the text.
1. Reread the section “Civil War. ” Which statement below BEST expresses the central idea of this section?
A Four major groups are fighting for control of Syria.
B The civil war in Syria has disrupted the lives of many Syrians.
C The Islamic State in Iraq and Syria (ISIS) is a terrorist organization.
D Many of Aleppo’s factories and shops have been destroyed.
2. Read the central idea of the section “Fear and Chaos” that is stated below. Then read the lines from the article listed under it. Which detail does NOT support the central idea?
Central Idea: The journey to a new country can be difficult and dangerous for Syrian refugees.
A “From 2015 to 2016, at least 8,000 people died attempting this crossing.” (p. 7)
B “And they have camped out along the borders of Austria, Hungary, and Slovenia, hoping desperately to be allowed through.” (p. 7)
C “They have piled into leaky boats, attempting to make it across the treacherous Mediterranean Sea to the shores of Greece and Italy.” (p. 7)
D “The war in Syria has created one of the worst humanitarian crises in decades.” (p. 6)
I chose _D_ because …
3. Read the details from the section “Forced to Flee” listed below. Below, write a central idea that these details support.
Central Idea:
Detail 1: “In the 17th century, thousands of Huguenots fled persecution in France so they could practice their Protestant faith freely elsewhere” (p. 7)
Detail 2: “After World War II, there were some 40 million refugees in Europe.” (p. 7)
Detail 3: “In the mid-19th century, a potato famine in Ireland put nearly 4 million people at risk of starvation, and an estimated 2 million of them fled the country.” (p. 7)
Complete the What’s the Tone handout.
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DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week Complete Escape From War, TPCASTT Basics, and Escape From Slavery Vocabulary.com assignments.
Study NEW Word Roots. Word Root Test – Retake April 2
Read 20 – 30 minutes each night.
Complete TPCASTT Basics Quiz Vocabulary.com for a grade.
Looking for extra credit on your vocabulary quiz grade? Complete all the practice activities to 100% for that week, and email me upon completion. (100%)
Friday
Who was Frederick Douglass?
Synopsis
In response to Harriet Tubman’s request for a letter of commendation, Fredrick Douglas wrote a testimony of her character, hard work, and sacrifices for the sake of freedom from bondage while marking the differences in their leadership styles for the common cause.
Read “Letter to Harriet Tubman” by Frederick Douglas. (Green Book, page 765)
I will read this aloud first.
Then we will split into partners, and take turns reading aloud to one another.
After Reading
Reread the first paragraph. Who wrote this letter, to whom was it written, and why was it written?
In the third sentence of the letter, the author states, “I need such words from you far more than you can need them from me, especially where your superior labors and devotion to the cause of the lately enslaved of our land are known as I know them.” What is the writer saying in this sentence?
A cause is a matter of widespread concern or importance.
In the third sentence, what is the cause that the writer is referring to in this sentence?
In this same section of the text, Douglas expresses his feelings about Harriet. How does he feel about Harriet? What words lead the reader to feel this way?
Like Tarshis’s story, Frederick Douglass’s letter to Harriet Tubman presents Tubman as a courageous and determined person. What does Douglass’s description of Harriet Tubman add to Tarshis’s portrayal of her in the biography?
Harriet asks Fredrick Douglas for a commendation, an expression of praise or recommendation, for her biography. In the second paragraph, what does Douglas commend Harriet for?
In this paragraph, the writer uses this sentence: “The difference between us is very marked.” This term means noticeable, visible, or evident. What does Douglas say are the marked differences between their labors and their rewards?
Harriet Tubman selflessly helped those in need. Think of those in need – the poor, the bullied, the helpless, the victims of crimes and disasters, and the abused (including animals) – and the people who come to their rescue. Who are these people? What have they done? Why do they do it? Share your thoughts on a person or a group of people who have helped those in need. Explain the situation and the outcome. Then tell why you think it was/is important. What have you learned from these people?
Extension
Write a letter of commendation for Harriet Tubman. Use proper business formal format. Include examples of her bravery, hard work, and any other accomplishments you believe should be included in the letter.
Don’t know how to write a letter? Below are some links to help.
https://writing.wisc.edu/Handbook/BusinessLetter.html
https://www.wikihow.com/Write-a-Business-Letter
https://owl.english.purdue.edu/owl/resource/653/01/
Thursday
KaHoOt After Story
Watch AUP - Discuss new protocols.
“Escape from Slavery” (Scope, February 2018, 4-9)
Exploring Text Features
Authors use text features to bring attention to important details. In a nonfiction article, text features include titles, subheadings, photos, captions, charts, and maps.
1. Study the image on pages 4-5. What mood does the image create?
2. Study the newspaper advertisement on page 6. Why might the author have chosen to include it?
3. What do the photos and caption at the top of page 7 help you understand about what life was like for enslaved people?
4. How does the map on page 8 contribute to the article?
Exploring Text Structures
“Text structure” is the term for how an author organizes information. Authors use different text structures to achieve different purposes, and one piece of writing often has multiple text structures.
1. The author uses description in the introduction of “Escape From Slavery.” What is the author describing?
2. A. Identify the text structure the author uses in the section “Slavery in America.”
Problem and solution or sequence of events
B. Explain your choice using evidence from the text.
3. In the section “Getting Bold,” the author uses a cause-and-effect structure to explain the events that caused Tubman to decide to flee to the North. Write two causes below.
Effect: Tubman decides to run away to the North.
Cause 1.
Cause 2.
4. A. Which text structure does the author primarily use in the section “Underground Railroad”?
B. Explain your choice using evidence from the text.
Text Evidence
1. Imagine that you are writing a paragraph explaining what the life of an enslaved person was like.
A. Which of the following would be the BEST topic sentence for your paragraph?
Families were broken up when family members were sold off by their owners.
B Historical records about slaves and their families are incomplete.
C Enslaved people had no control over their lives and could be treated inhumanely.
B. Which information from the article BEST supports the sentence you chose in part A?
A Many enslaved people, including Tubman, did not know their actual birthdays. (p. 6)
B It’s likely that Tubman’s mother, Rit, and her father, Benjamin, had at least nine children. (p. 6)
C As a child, Tubman was forced to work for a cruel woman who regularly beat her. (p. 7)
C. Which of the following BEST explains why the text evidence you chose in part B is relevant?
A It describes how many family members Tubman had.
B It provides an example of an enslaved person being treated inhumanely.
C It shows an example of the kind of historical information that wasn’t kept about enslaved people.
2. Choose the piece of text evidence that BEST supports the statement People who worked in the Underground Railroad were brave. Then complete the sentence to explain your choice.
A “Between her journeys, Tubman worked at hotels and restaurants, saving the money she would need to buy food and other supplies for her rescue missions.” (p. 8)
B “. . . by 1850, helping a runaway slave was against the law, even in free states. If you were caught, you would most certainly be fined and possibly sent to jail . . .” (p. 9)
C “Hundreds of people were part of the Underground Railroad . . .” (p. 8)
I chose __ because …
3. Choose the paragraph that correctly uses text evidence from “Escape From Slavery” in the form of a direct quotation.
A The Southern economy was dependent on slavery. Agriculture had become a “lucrative business” in the South and plantation owners relied on slaves for cheap labor. In other words, slaves played a large role in supporting the agricultural industry in the South.
B The Southern economy was dependent on slavery. In her article “Escape From Slavery,” author Lauren Tarshis explains that agriculture was a prosperous industry in the South and that plantation owners relied on slaves as a source of cheap labor (7).
C The Southern economy was dependent on slavery. Author Lauren Tarshis explains that agriculture had become a “lucrative business” in the South and that “plantation owners relied on slaves for cheap labor” (p. 7). In other words, slaves played a large role in supporting the agricultural industry in the South.
Explain why the two answers you did NOT choose are incorrect.
Wednesday
1st and 5th - Word Root Test
All
“Escape from Slavery” (Scope, February 2018, 4-9)
Before Reading
Video – Beyond the Story: The Underground Railroad
Exploring Text Features
Authors use text features to bring attention to important details. In a nonfiction article, text features include titles, subheadings, photos, captions, charts, and maps.
1. Study the image on pages 4-5. What mood does the image create?
2. Study the newspaper advertisement on page 6. Why might the author have chosen to include it?
3. What do the photos and caption at the top of page 7 help you understand about what life was like for enslaved people?
4. How does the map on page 8 contribute to the article?
Exploring Text Structures
“Text structure” is the term for how an author organizes information. Authors use different text structures to achieve different purposes, and one piece of writing often has multiple text structures.
1. The author uses description in the introduction of “Escape From Slavery.” What is the author describing?
2. A. Identify the text structure the author uses in the section “Slavery in America.”
Problem and solution or sequence of events
B. Explain your choice using evidence from the text.
3. In the section “Getting Bold,” the author uses a cause-and-effect structure to explain the events that caused Tubman to decide to flee to the North. Write two causes below.
Effect: Tubman decides to run away to the North.
Cause 1.
Cause 2.
4. A. Which text structure does the author primarily use in the section “Underground Railroad”?
B. Explain your choice using evidence from the text.
Text Evidence
1. Imagine that you are writing a paragraph explaining what the life of an enslaved person was like.
A. Which of the following would be the BEST topic sentence for your paragraph?
Families were broken up when family members were sold off by their owners.
B Historical records about slaves and their families are incomplete.
C Enslaved people had no control over their lives and could be treated inhumanely.
B. Which information from the article BEST supports the sentence you chose in part A?
A Many enslaved people, including Tubman, did not know their actual birthdays. (p. 6)
B It’s likely that Tubman’s mother, Rit, and her father, Benjamin, had at least nine children. (p. 6)
C As a child, Tubman was forced to work for a cruel woman who regularly beat her. (p. 7)
C. Which of the following BEST explains why the text evidence you chose in part B is relevant?
A It describes how many family members Tubman had.
B It provides an example of an enslaved person being treated inhumanely.
C It shows an example of the kind of historical information that wasn’t kept about enslaved people.
2. Choose the piece of text evidence that BEST supports the statement People who worked in the Underground Railroad were brave. Then complete the sentence to explain your choice.
A “Between her journeys, Tubman worked at hotels and restaurants, saving the money she would need to buy food and other supplies for her rescue missions.” (p. 8)
B “. . . by 1850, helping a runaway slave was against the law, even in free states. If you were caught, you would most certainly be fined and possibly sent to jail . . .” (p. 9)
C “Hundreds of people were part of the Underground Railroad . . .” (p. 8)
I chose __ because …
3. Choose the paragraph that correctly uses text evidence from “Escape From Slavery” in the form of a direct quotation.
A The Southern economy was dependent on slavery. Agriculture had become a “lucrative business” in the South and plantation owners relied on slaves for cheap labor. In other words, slaves played a large role in supporting the agricultural industry in the South.
B The Southern economy was dependent on slavery. In her article “Escape From Slavery,” author Lauren Tarshis explains that agriculture was a prosperous industry in the South and that plantation owners relied on slaves as a source of cheap labor (7).
C The Southern economy was dependent on slavery. Author Lauren Tarshis explains that agriculture had become a “lucrative business” in the South and that “plantation owners relied on slaves for cheap labor” (p. 7). In other words, slaves played a large role in supporting the agricultural industry in the South.
Explain why the two answers you did NOT choose are incorrect.
Tuesday
KaHoOt Word Root Review
Word Root Test
Slideshow: “The Underground Railroad”
Explore four slideshows of primary sources documenting slavery, the Underground Railroad, abolition, and the challenges that runaways faced in their new lives. Audio read aloud available. Make a bulleted list of the things you learn from these slideshows.
Monday
Review activities. Submit missing assignments.
Complete 2 Read Theory passages.
Review – Citing Text Evidence, Central Idea
Text Evidence
Text Evidence is evidence from a text (fiction or nonfiction) that you can use to illustrate your ideas and support your arguments. All textual evidence should:
Support a specific point
Be cited with a page number at the end of the sentence – He shouted “no more stone soup” (14).
Be followed by an “connection” that explains the relationship of the evidence to your main point.
There are four types of textual evidence:
referencing,
summarizing,
paraphrasing, and
quoting.
Central Idea
A central idea of a text is one of the main points the author is making. (Sometimes a central idea is called a main idea.)
A central idea can always be supported with details from the text.
A central idea is a main point that the author is making (also called a main idea or a key idea).
A central idea is what the article is mostly about. You can think of a central idea as a thesis statement: one sentence that states what the article is about.
A text could have more than one central idea.
HINT: When you search for central ideas, be sure to pay special attention to titles, subheadings, and the first and last sentences of each section.
Text Structures
“Text structure” is the term for how an author organizes information.
Authors use different text structures to achieve different purposes, and one piece of writing often has multiple text structures.
Types of Text Structures:
Cause and Effect
Comparison/Contrast
Order/Sequence
Chronological Sequence
Problem-Solution
TASK
Find an article. List the text structures found in the article. Identify the central idea of the text. Give two textual examples to support your answer.
Read On.
http://www.istianjinelearning.org/joeschaaf/seec/5-how-to-use-direct-quotations/
http://www.waunakee.k12.wi.us/faculty/abennett/CopyofPDHandout.pdf
http://www.austincc.edu/bvillarr/theme.htm
http://www.adlit.org/strategies/23336/
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DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week Complete We Should All Be Dead and Escape From Slavery Vocabulary.com assignments.
Study NEW Word Roots. Word Root Test – March 13 (Retake April 2)
Read 20 – 30 minutes each night.
Complete Escape From Slavery Quiz Vocabulary.com for a grade.
Looking for extra credit on your vocabulary quiz grade? Complete all the practice activities to 100% for that week, and email me upon completion. (100%)
Friday
Finish your Read Theory, and Vocabulary Quiz.
Review the TPCASTT method for analyzing poetry.
TPCASTT Poem Analysis Method: title, paraphrase, connotation, attitude/tone, shift(s), title revisited and theme
TPCASTT the following poem.
“Fire and Ice”
Robert Frost
Some say the world will end in fire,
Some say in ice.
From what I've tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.
Use the TPCASTT template on the notes page if you are struggling.
Now, find another poem on the https://www.poetryfoundation.org/poems web site.
Write a short summary bio about the author, and then complete the TPCASTT questions for the selected poems.
If you are having a hard time choosing, you can select one of the ones listed below.
https://www.poetryfoundation.org/poems/47559/mother-to-son
https://www.poetryfoundation.org/poems/45473/a-noiseless-patient-spider
https://www.poetryfoundation.org/poems/47652/because-i-could-not-stop-for-death-479
https://www.poetryfoundation.org/poems/48989/caged-bird
Email your work with the subject TPCASTT.
Enjoy your weekend, and be safe. Ms. H
Thursday
“We Should All Be Dead” (Scope, September 2010, 4-9)
http://www.onlinedigitalpubs.com/publication/?i=42343
Video
1974 Super Outbreak Part 1: A History https://www.youtube.com/watch?v=5TKTxH9H9j8
1974 Super Outbreak Part 2: Xenia Tornado https://www.youtube.com/watch?v=DwXaLvdRo9A
1974 Super Outbreak Part 3: What's Different? https://www.youtube.com/watch?v=gvYM9RK8Lr0
Tornado Outbreak of 1974: What We Learned
https://weather.com/storms/tornado/news/superoutbreak-1974-eight-things-it-taught-us-about-tornadoes
Before reading:
Explain the difference between nonfiction and fiction.
In which genre would you expect to find descriptive details, suspense, interesting characters, and metaphors and similes? When these elements are applied to nonfiction to create a compelling story, it is called narrative nonfiction.
What is tornado alley? Where is it located?
Look through pages 4-9 and identify the text features in the story.
During reading:
Complete a story panel of the main ideas of each paragraph. (2 words, 1 picture)
Create a list of details from the story that create images of people’s experiences during the outbreak.
After reading:
Rewrite the facts you found in the article as a series of at least eight newspaper headlines. Headlines use just a few words to relate key information.
Where does the title of this article come from? How does it reflect the main idea of the article?
Which details show how powerful the tornado in Xenia was?
Why did the Super Outbreak occur? Why were people unprepared for it?
What has changed between 1974 and today that allows scientists to predict tornadoes?
Why do you think the author included Vicki Gamble’s memories of the tornado?
Extension: Use what you learned about narrative nonfiction to describe a weather-related event (a snowstorm, a flood, a blackout during a storm, etc.) from your own life. Write in third-person and use descriptive details, suspense, and metaphors or similes.
Find a way to represent a tornado event visually. ex. origami, 3D model
Wednesday
“Escape from Alcatraz” (Scope, December 2017, 4-10)
See Notes/Handouts section for article.
Complete the following survey: https://goo.gl/forms/K9iVmTykGuhIqbpE3.
Before Reading
Text Features, Mood, Inference
1. Read the headline and look at the image on pages 4-5. What mood do the title and image create?
2. Study the images and read the caption on page 7. What do these features reveal about Frank Morris?
3. What can you tell about Alcatraz from the map on page 8?
4. Read the subheadings in the article. Based on your preview of the article, write one sentence predicting what the article will be mainly about.
During Reading
Mood, Text Structure, Inference
5. Mood is the feeling the reader gets from a piece of writing. What is the mood of the first three paragraphs of the introduction?
A suspenseful
B relaxed
C pessimistic
B. Briefly explain how the author creates this mood:
6. In the first section of the article, the author writes that Frank Morris’s heart was “pounding” while he waited for the prison to quiet down for the night. What do you think Morris was feeling at that moment?
7. Text structure is the term for how an author organizes information. Information in the section “Island of the Pelicans” uses a sequence-of-events structure. Which words and phrases in the section help you identify this text structure?
A gold was discovered in California; people worried that San Francisco might be attacked
B small sandstone island; Barren; 22-acre island
C After gold was discovered in California in 1848; in the 1860s; Then, in 1934
After Reading
Central Idea/Details and Objective Summary
8. A. Below is a central idea of “Escape From Alcatraz” and three supporting details. Two details DO support the central idea. Cross out the detail that DOES NOT.
Central Idea – It was difficult to escape from Alcatraz.
Detail # 1 “Men had tried to escape from Alcatraz before only to drown in the frigid waters of San Francisco Bay.” (p.6)
Detail # 2 “Head counts took place constantly.” (p.9)
Detail # 3 “By the end of the year, Alcatraz was housing more than 200 of America’s most feared criminals.” (p.8)
B. Briefly explain why the detail that you crossed out does NOT support the central idea above.
9. Write an objective summary of “Escape From Alcatraz.” (Hint: Think about what you would say to a friend who asks, “What is this article about?”)
Email the answers above with the subject line Escape from Alcatraz Questions.
Complete 2 of the tasks below. Email the response with the subject line Alcatraz Extensions.
1. Video: “Escape from Alcatraz MiniMyth”
Watch this clip from the television show “MythBusters,” in which the hosts try to determine whether or not Morris and the Anglin brothers could have pulled off their escape plan. Explain your reasoning.
2. Virtual Fieldtrip: Alcatraz Island
Take a virtual tour of Alcatraz Island using Google Earth. Click on the stick figure icon and select any location highlighted in blue to enter “Street View.” (Note: You can download Google Earth online, or use Google Earth Web using the Google Chrome browser.) Write a summary of what you see.
3. Interviews: “Alcatraz Interviews”
Explore this collection of interviews, which includes conversations with Alcatraz prisoners and guards, by Gennifer Choldenko, author of Al Capone Does My Shirts. Create your own character and write the interview.
4. Museum Exhibit: Alcatraz Island Museum
Explore the National Park Service’s Alcatraz Island Museum exhibitions online through slideshows, virtual tours, and audio clips. Write a descriptive paragraph of what you see.
Tuesday
“Blood, Smoke, and Freedom” (Scope, March 2018, 4-9)
Before Reading
Text Features, Mood, Inference
1. Read the headline and study the image on pages 4-5. What mood do they create?
2. Examine the map at the bottom of page 6. What does it show?
3. Read the diary entry “Learn to Be a Soldier” on page 8. What can you infer about what life was like for a soldier in the American army during the Revolution?
4. Read the subheadings in the article. Based on your preview of the article, write one sentence predicting what the article will be mainly about.
During Reading
Play audio, or take turns reading aloud.
Mood, Text Structure, Inference, Tone
5. A. The author begins the article “Blood, Smoke, and Freedom” by describing Joseph in the middle of a gruesome battle. Mood is the feeling the reader gets from a piece of writing. Which pair of words BEST describes the mood of the introduction?
A calm and melancholy
B haunting and gloomy
C intense and suspenseful
B. List two details from the section that help create this mood.
6. Text structure is the term for how an author organizes information. Information in the section “Seeds of Courage” uses a sequence-of-events structure. Which words and phrases in the section help you identify this text structure?
A At first; in June 1776; All summer
B Few had ever fought in a war; General George Washington had never led an army
C a musket and a Bible; corn mush, bland meat, and wormy biscuits; sweltering summer heat
7. A. Tone is the author’s attitude toward the subject matter or toward the reader or audience. Circle the word that best describes the author’s tone in the section “Massive Attack.”
hostile optimistic despairing
B. Briefly explain how you know.
8. In the section “Massive Attack,” the author uses a despairing tone. Find two examples of this tone and write them on the lines below.
9. On page 9, the author explains that British troops trapped General George Washington and his troops in their forts, but that Washington “did not give up” and “devised an audacious plan” to outsmart the British. From these statements, what can you infer about General George Washington?
After Reading
Central Idea/Details and Objective Summary
10. A. Below is a central idea of “Blood, Smoke, and Freedom” and three supporting details. Two details DO support the central idea. Cross out the detail that DOES NOT.
Central Idea - The American army was inexperienced at the start of the Revolutionary War.
Detail # 1 “Few had ever fought in a war; some barely knew how to even fire a gun” (p.7)
Detail # 2 “All summer long, British ships carrying soldiers and munitions streamed toward New York.” (p.8)
Detail # 3 “What’s more, the leader of this motley crew, General George Washington, had never led an army.” (p.7)
B. Briefly explain why the detail that you crossed out does NOT support the central idea above.
11. Write an objective summary of “Blood, Smoke, and Freedom.” (Hint: Think about what you would say to a friend who asks, “What is this article about?”)
Summarizing
An objective summary is a short statement or paragraph that tells what an article or a story is about. It does not include irrelevant details or the opinions of the person writing it.
Answer the questions below to help you write an objective summary of “Blood, Smoke, and Freedom.”
1. Who is the article mainly about? (It can be an individual or a group of people.)
2. What was happening in America when this person(s) was alive?
3. What significant event occurs in the article?
4. How does this event affect the main person(s) in the article?
5. What happened afterward?
6. Are there any other important details you haven’t mentioned? List them.
Now, using the information in questions 1-6, write a summary of the story.
Email the answers above with the subject line Blood, Smoke, and Freedom Questions.
Enrichment – Primary Documents http://www.pbs.org/ktca/liberty/chronicle_boston1774.html
Document Analysis Worksheets https://www.archives.gov/education/lessons/worksheets
Interactive learning platform: “For Crown or Colony?”
In this primary document-based activity, students journey to Boston in 1770 and take on the persona of a 14-year-old boy who has to chose between the Americans and the British. The game can be played entirely online or downloaded to your computer.
Monday
Creepy Creature Presentations
“Blood, Smoke, and Freedom” (Scope, March 2018, 4-9)
Before Reading
Video - "Virtual Field Trip" to the Museum of the American Revolution
Look at the animated map, Battle of Brooklyn. http://www.revolutionarywaranimated.com/NewYorkAnimation.html
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DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week Complete Swarms of Terror and Into the Deep Vocabulary.com assignments.
Study NEW Word Roots. Word Root Test – March 13 (Retake April 2)
Read 20 – 30 minutes each night.
Complete Into the Deep Quiz Vocabulary.com for a grade.
Looking for extra credit on your vocabulary quiz grade? Complete all the practice activities to 100% for that week, and email me upon completion. (100%)
Friday
Make your own creature study unit.
Find an interesting, scary, or creepy creature.
Create a document with the following:
Links about the creature.
Links to pictures.
Create a fact slide/poster with text features. Make it colorful.
Create an assessment to test others about your information. You can use a Google Doc, a Kahoot, Quizlet, etc.
Thursday
Library Visit.
You need a dictionary and a copy of Scholastic Action Magazine.
When Tarantulas Attack (Scholastic Action, Pages 12-15)
Review Cause and Effect (Flocabulary)
A cause is what makes something happen. An effect is what happens as a result of the cause.
Before Reading – Vocabulary Activity
Turn to page 12 in the magazine and explore the list of vocabulary words. Next, open a dictionary. With a partner, talk about the features of the dictionary. How is the glossary and the dictionary the same and different? Look up some of the words listed on page 12. Does the dictionary provide any extra information? Do different dictionaries within the class have different ways of defining words?”
Read When Tarantulas Attack (Scholastic Action, Pages 12-15)
Play an audio version of this story and read along with the text.
Kahoot Assessment
(Paper Versions Available)
Wednesday
Into the Deep (Scope, pages 19-25)
Sign up for the following parts of the play: Stage Director 1, 2, 3, Sailor 1, 2, Farragut, Nettie Land, Aronnax, Consell, Nemo, First Mate, Crew 1, 2, Fisherman
BEFORE READING, discuss the following questions:
What makes the ocean mysterious?
What drives humans to explore?
What is the relationship between science and science fiction?
Review
What is mood? Mood is the feeling the reader gets from a work of literature. Another way to describe mood is atmosphere. When you walk into a place, it has an atmosphere that makes you feel a certain way; when you “walk into” a text, it too has an atmosphere that makes you feel a certain way. For example, the mood could be calm, creepy, romantic, gloomy, or tense. Authors create mood through word choice, imagery, dialogue, setting, and plot. The mood can stay the same from the beginning to the end of a text, or it can change.
Into the Deep (Scope, pages 19-25)
Read the play.
Complete Exploring Mood and Making Inferences Activity Sheets.
Watch the National Geographic Video: “Creatures of the Deep.”
Join explorer Jessica Cramp and her team in a submarine as they dive to the depths of the Galapagos Islands to explore never before seen creatures.
Extension Activity
Browse the Photo Gallery: Deep-Sea Creatures
As a class, view these National Geographic photographs of several alien-like deep-sea creatures and read about how they are specially adapted to life in the harsh environment of the deep ocean. Select one the sea creatures and write a brief story about the day in the life of this creature.
Tuesday
“Growing Up on A Farm” (Scope, pages 17-18)
Go over Exploring Text Structures Activity Sheet together.
Read along with the audio recording of “Growing Up on a Farm.” (Audio starts at 9:11.)
Pick up the following activity sheet:
Integrating Knowledge
Complete Integrating Knowledge Activity Sheet.
Answer the following questions:
1. Describe the purpose of the introduction—the article’s opening section. (text structure)
2. In the section “Whir, Click, Buzz,” many paragraphs are very short—some are only one sentence long. Why might the author have chosen to use such short paragraphs here? (author’s craft)
3. Why did the locust swarms lead to ruin for many families? (key idea)
4. How does Tarshis characterize pioneer life in the American West? (key ideas and details)
5. The introduction states that “surprises from nature can be uncontrollable and devastating” to farmers. How is this idea developed in the essay? (text structure)
6. What technology used in modern farming does Ryder mention? (text evidence)
7. What is the purpose of “Growing Up on a Farm”? How is it similar to or different from the purpose of “Swarms of Terror”?
8. The introduction to the essay explains that farmers make up a far smaller percentage of the labor force today than they did in 1870. Why do you think this is?
9. What are the rewards and challenges of being a farmer? Base your answer on information in the article, the essay, and your own ideas.
Submit via email with the subject line Swarms of Terror.
Extension Activity
Read the article: “The Cloud Over Africa Is Locusts.”
Read this 1988 New York Times article about a swarm of locusts that plagued the skies over Africa in the 1980s. After reading, explain how the descriptions of the locusts in the New York Times article compare to the descriptions of the locusts in “Swarms of Terror.”
Monday 2-26
Essay Due
Pick up the following activity sheets:
Exploring Text Structures
Finding and Using Text Evidence
“Swarms of Terror” (Scope, pages 12-18)
Video – Behind the Scenes
Read along with the audio recording of “Swarms of Terror.”
Complete Exploring Text Structures.
Complete Finding and Using Text Evidence.
Extension Activity
Watch the YouTube video: “Swarms of Locusts Devour Everything in Their Path.”
Hear the buzzes, whirs, and clicks Lauren Tarshis describes in “Swarms of Terror” in this stunning BBC footage of swarming Desert Locusts, which have threatened farmers in Africa, the Middle East, and Asia for centuries. (Video 3 minutes, 45 seconds)
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DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week Keep working at 100 Words Every Middle Schooler Should Know, Writing an Introduction, and Hooking the Reader Vocabulary.com assignment.
Study NEW Word Roots. Word Root Test – March 13 (Retake April 2)
Read 20 – 30 minutes each night.
Complete Writing an Introduction Quiz on Vocabulary.com for a grade.
Essay is due February 26 at 8 am.
Plan - Organize - Write - Edit - Revise
Friday
Progress Reports – If you made lower than a C, then it must be signed and returned.
Go over Transition Words Activity Sheet.
Writing Your Conclusion – Video (7 min)
Peer Editing – Use the form! Review at least TWO other papers.
Google Form: https://goo.gl/forms/7HQ3SsnnrzPDePHo2
Revise your paper.
Submit your paper via email with the subject line Amendment Essay FINAL COPY.
When you are finished work on Vocab.com, Read Theory, or READ!
Thursday
GO OVER HALL PASS SIGN OUT PROCEDURE.
Rough Draft Due Tomorrow!
Bill of Rights Jigsaw
Complete the Bill of Rights Jigsaw.
Get a copy of the Bill of Rights Table, and the Amendments list.
Cut out the amendment numbers.
Glue them to the correct amendment definition.
Signal the teacher you are ready.
First group to get the matches correct wins!
DON'T CUT OUT THE AMENDMENT DEFINTIONS!!!
Transitions - What are they good for?
Flocabulary - Transitions
Complete Transition Words Activity Sheet. Due tomorrow. #8 is but.
http://writingcenter.unc.edu/handouts/transitions/
https://owl.english.purdue.edu/owl/owlprint/574/
What should I do?
Work on your essay. The rough draft is due tomorrow.
Finish your Transitions Words Activity Sheet.
Complete your Writing Your Introduction Vocabulary Quiz.
Work on Read Theory.
Read!
Wednesday
Introduction Checklist
Does it contain a topic?
Is the purpose of the paper clearly stated?
Is there a hook? Is it applicable to the topic?
Is the introduction clear, and specific?
Is this is the correct tense?
Is it free of unnecessary phrasing?
Is it free of spelling and grammatical errors?
Will I be able to easily transition into the body of my essay?
Compose an introduction, check it against the checklist, then email it to Ms. Hughes with the subject line Amendment Essay Introduction.
Video - Perfect: Composition
Students discover how to grab readers' attention, write clear thesis statements, create outlines, develop convincing arguments, and present clinching conclusions. (Video)
Powerpoint-Intro-and-conclusions-ppt.ppt
Powerpoint-Intro-and-conclusions-ppt.ppt
Tuesday
You never get a second chance to make a first impression!
Writing an Introduction
You should accomplish 3 things with your introduction:
· Get the reader’s attention. (Hook)
Hooking the Reader Powerpoint .ppt
Hooking the Reader Powerpoint .ppt
· Present your topic and purpose. (Thesis)
(Last week)
· Connect with your audience.
Hook Sentence Worksheet :D
Directions: Write a hook sentence for each of the prompts listed below (3 pts. each=15 pts.).
Definition of a Hook Sentence: The hook sentence is designed to grab the reader’s attention immediately and give some indication about the essay’s topic.
Ø Topic #1: Pick a sport and write a hook sentence that will get the reader as excited about that sport as you are.
o Hook Sentence:
________________________________________________________________________________________________________________
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Ø Topic #2: Pick a career and write a hook sentence that will get the reader as excited about that career path as you are.
o Hook Sentence:
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
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Ø Topic #3: Write a hook sentence about the problem of pollution that will motivate people to do something about it.
o Hook Sentence:
________________________________________________________________________________________________________________
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Ø Topic #4: Write a hook sentence highlighting the importance of music in people’s lives.
o Hook Sentence:
________________________________________________________________________________________________________________
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Ø Topic #5: Write a hook sentence about the most exciting vacation destination.
o Hook Sentence:
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Monday
Continue Essay.
Write a properly formatted, grammatically correct 300 to 500 word essay. You will choose two of the Bill of Rights. For each one, explain the amendment, explain why it was added to the Constitution, and explain why it is relevant today by giving a contemporary (modern, current) example of the amendment in action. You will also want to include why you chose these two over the other eight.
Enrichment: Show how the two amendments complement one another.
IEP/504 Modification: Select one amendment.
Organizing Your Thoughts
Flocabulary – The Writing Process
ACTIVITY
Read the following statements. Copy them into a word document, and put them in order according to the guidelines in the writing process.
__________ Write as much as possible without stopping, even if you make mistakes.
__________ Revise your writing to address all the editing comments and notes.
__________ Try putting your ideas in an order that makes sense.
__________ Brainstorm a list of ideas and choose a topic.
__________ Read your writing, checking for spelling, grammar and organization.
__________ Make sure you know your task, audience and purpose.
__________ Research your topic to find out the facts.
Complete the Organizing Your Thoughts Handout.
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DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week Keep working at 100 Words Every Middle Schooler Should Know, Bill of Rights, and Writing Your Paper Vocabulary.com assignment.
Study NEW Word Roots.
Read 20 – 30 minutes each night.
Complete Writing Your Paper Quiz Vocabulary.com for a grade.
Friday
What is due TODAY, Friday, February 16?
Compose a precise thesis statement, check it against the checklist, then email it to Ms. Hughes with the subject line Amendment Essay Thesis Statement.
Begin essay assignment.
Objective Goal - Write an essay demonstrating knowledge and understanding of the Bill of Rights by using contemporary examples of two of these amendments in action.
What does that mean?
I want a properly formatted, grammatically correct 300 to 500 word essay. You will choose two of the Bill of Rights. For each one, explain the amendment, explain why it was added to the Constitution, and explain why it is relevant today by giving a contemporary (modern, current) example of the amendment in action. You will also want to include why you chose these two over the other eight.
Enrichment: Show how the two amendments complement one another.
IEP/504 Modification: Select one amendment.
Include the following:
Explanation of each of the amendments.
Explanation of why EACH one was added to the Constitution.
Explanation of why EACH one is relevant today.
A modern example of EACH of the amendments in action.
A visual component.
Focus: Writing your thesis or purpose statement!
FLOCABULARY
A THESIS IS:
· A single sentence that is located in your introduction.
· Tells the reader what your opinion is and what paper is going to prove.
· Directs your reader to the main pieces of evidence you will explore.
A THESIS IS NOT:
· vague, but should clearly express what the essay is about.
· (your amendments)
· Just factual information, but makes a discussable/arguable point.
· (that your amendment is the best, or most important)
· starting with, “In this essay I will…”, but indicates the structure of the essay.
· (what you’ll include/talk about)
Thesis Statement Checklist
Does your thesis “do” these things?
· Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that has missed the focus of the question. Is your thesis a statement and not a question?
· Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one could disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
· Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific.
· Does my thesis pass the “So what?” test? If a reader’s first response after reading your thesis statement is, “So what?”, then you need to clarify or connect to a larger issue.
· Does my thesis pass the “How?” and “Why?” tests? IF a reader’s first response after reading your thesis statement is, “How?” or “Why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on what your position is in the paper.
· Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. Change your working thesis to reflect what you have figured out in the course of writing. Always reassess and revise your writing as necessary.
Links of Interest
https://owl.excelsior.edu/writing-process/thesis-sentence/thesis-sentence-checklist/
https://writing.wisc.edu/Handbook/thesis/Thesis_or_Purpose.html
https://www.stkate.edu/pdfs/thesis-statement-checklist.pdf
What is due TODAY, Friday, February 16?
Compose a precise thesis statement, check it against the checklist, then email it to Ms. Hughes with the subject line Amendment Essay Thesis Statement.
Thursday
Presentations
Students will present their chosen amendments.
https://www.youtube.com/watch?v=yHp7sMqPL0g&list=PLPfU5m-w3Shp97HaB2Z9kzOmVSFC3SIhS
Bill of Rights Kahoot
Wednesday
Continue Bill of Rights Research.
Work on visual appeal, and explaining why your amendments are important.
Add a Works Cited slide.
Create a presentation that includes the following:
Introduce your amendments to the rest of the class.
Explain the amendments.
Explain why they were added to the Constitution.
Explain why they are relevant today.
Give a modern example of the amendments in action. (This should be two examples. One for each amendment.)
More suggested reading:
https://www.thoughtco.com/why-is-the-bill-of-rights-important-721408
https://www.aclu.org/other/bill-rights-brief-history
https://www.scholastic.com/teachers/articles/teaching-content/explaining-bill-rights/
http://www.brighthubeducation.com/history-homework-help/52823-summary-of-the-bill-of-rights/
Some helpful sites:
http://www.billofrightsinstitute.org/founding-documents/bill-of-rights/
http://www.historyforkids.net/bill-of-rights.html
https://aclu-de.org/resources/know-your-rights/bill-of-rights-in-simple-language/
Tuesday
Let’s review diffusion…
Diffusion Reading Strategy in Practice.
Copy and paste The Preamble below into a word document. (Google Doc)
Scan the article and look for words you may not know.
Look up the definitions for these words, and cut and paste them near the word in the article.
You may want to change the font color, use parenthesis, or a text box.
Email the completed preamble with the subject line Diffused Preamble.
The Preamble
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
Flocabulary Bill of Rights Video
Begin Bill of Rights Research.
Sign up for your amendment group on the sign up genius.
PERIOD 1 ONLY - http://www.signupgenius.com/go/20f0d4fafa82baaf94-amendment
PERIOD 2 ONLY – http://www.signupgenius.com/go/20f0d4fafa82baaf94-amendment1
PERIOD 5 ONLY – http://www.signupgenius.com/go/20f0d4fafa82baaf94-amendment2
PERIOD 6 ONLY - www.SignUpGenius.com/go/20F0D4FAFA82BAAF94-amendment3
Create a presentation that includes the following:
Introduce your amendments to the rest of the class.
Explain the amendments.
Explain why they were added to the Constitution.
Explain why they are relevant today.
Give a modern example of the amendments in action. (This should be two examples. One for each amendment.)
Amendments 1 and 5
Amendments 2 and 6
Amendments 3 and 7
Amendments 4 and 8
Amendments 5 and 9
Amendments 6 and 10
Amendments 1 and 2
Amendments 3 and 4
Some helpful sites:
http://www.billofrightsinstitute.org/founding-documents/bill-of-rights/
http://www.historyforkids.net/bill-of-rights.html
https://aclu-de.org/resources/know-your-rights/bill-of-rights-in-simple-language/
MONDAY 2-12
Peer Editing
Peer Edit at least TWO classmates’ essays. You will receive a grade.
(Make a copy of your essay, and share the copy. Do not share the original with your peer reviewer.)
Use the form below to guide your editing.
https://goo.gl/forms/4SD9wwueGVgqKQsj1
Be sure to find someone to read your essay, and give you feedback.
Make any necessary revisions, and submit the essay via email with the subject line walking-texting final draft.
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week Keep working at 100 Words Every Middle Schooler Should Know, Would You Ban Texting and Walking? SCOPE, and My Life with Autism Vocabulary.com assignment.
Study NEW Word Roots.
Read 20 – 30 minutes each night.
ATTENTION - If you did not like the grade you received for last week's vocabulary quiz (Bearing Up), you have an opportunity through the rest of this week to take a makeup quiz. I will take the higher of the two grades. Please take advantage of this opportunity to replace a poor summative grade.
QuizScope's Bearing Up - TAKE 2 GRADE MAKEUP
Friday
Citing Sources Correctly
Finish your essay, and create a "Works Cited" list at the bottom of the essay. You should have 4 sources, with at least one being Scope Magazine.
Works Cited - Source Citation Flocabulary
Use one of the web sites below to complete the Credit Where Credit is Due activity.
http://www.citationmachine.net/mla/cite-a-website
https://owl.english.purdue.edu/owl/resource/747/01/
Thursday
Texting and Walking Essays - Grow Your Essay!
Find two additional sources to use in your essay. These should be credible.
Why is it important to evaluate research sources? What is important when evaluating a resource?
How do we know if it is credible? SOURCE EVALUATION!
Video - Flocabulary Source Evaluation - Can I Trust It?
The suffix .org is used for domain names of what type of organizations?
If an article is biased it shows ________.
What is the main disadvantage of Wikipedia?
Wikipedia can be helpful because ________.
What is a primary source?
Try one of these forms to evaluate your source.
http://www.lonestar.edu/library/15264.htm
http://www.riosalado.edu/library/owl/Documents/QuickAndDirtyEvaluatingSourcesChecklist.pdf
Word Root Review - Kahoot!
Wednesday
Introducing the new word roots.
Find words that have the word root, and that contributes to the meaning.
Ex. alt = high altitude = the height of an object or point in relation to sea level or ground level
Combine them for impressive bonus points.
autobiography = an account of a person's life written by that person
auto = self bio = life graph = write
https://sites.google.com/a/pender.k12.nc.us/sherry_hughes/word-roots-2017-2018
Point Scale: one root = 2 pts, two roots = 5 pts, 3 roots = 10 pts, and 4 or more = 15 pts
Tuesday
Read “Would You Ban Texting and Walking?” (Scope pages 10-11)
Step 1 – Decide what you think.
Should texting while walking be illegal? Consider what you read in the article, as well as your own viewpoints.
Step 2 - Gather support for your opinion. Find data to support your view, and CITE your source.
Step 3 – Incorporate your persuasive techniques into your argument.
Step 4 – Acknowledge the other side.
Identify what could be said against your viewpoint, acknowledge it, and refute it.
Step 5 – Polish your introduction, and include your thesis and hook.
Step 6 – Bring it to a close with a conclusion that restates your viewpoint.
Check for grammatical errors, and email to me with the subject line Would You Ban Texting and Walking.
When finished complete Vocabulary.com, Read Theory, or read silently.
...or make memes.
Monday 2-5
Read “My Life With Autism” and “My Brother Has Autism.” (Scope Magazine, pages 19-21)
Complete Reading Questions and Why Understanding Autism Matters.
Compare and contrast My Life With Autism” and “My Brother Has Autism.” (Scope Magazine, pages 19-21)
Turn in finished work to the green bin.
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Monday 1-29
Begin “Bearing Up.” (Scope Magazine, pages 22-27)
See Notes/Handouts Section for PDF.
Complete Exploring Mood and Making Inferences.
Tuesday
Continue “Bearing Up.” (Scope Magazine, pages 22-27)
Finish Exploring Mood and Making Inferences.
Complete Character Thinking Tool.
Periods 2 and 6 - List the types of conflicts in the story along with text examples.
Wednesday
Continue “Bearing Up.” (Scope Magazine, pages 22-27)
Complete Integrating Ideas and Constructing a Response.
Complete the constructed response question. Prompt: “Why Do You Dream?” says that most researchers agree that our dreams reflect our worries and joys. What worries or joys might Mike’s dream of the bear have reflected? Support your answer with text evidence.
Use the Constructing a Response sheet to help you create an essay response to the above question. Email the essay with the subject line Why Do You Dream?
Thursday
Complete Vocab.com Quiz.
Continue “Bearing Up.” (Scope Magazine, pages 22-27)
Complete Integrating Ideas and Constructing a Response.
Complete the constructed response question. Prompt: “Why Do You Dream?” says that most researchers agree that our dreams reflect our worries and joys. What worries or joys might Mike’s dream of the bear have reflected? Support your answer with text evidence.
Use the Constructing a Response sheet to help you create an essay response to the above question. Email the essay with the subject line Why Do You Dream?
Friday
Read “The Lost King.” (Scope Magazine, pages 14-18)
<-------------SIGN UP FOR A PART ON THE BOARD.
Write your name next to the part you want with a dry erase marker.
DO NOT ERASE ANOTHER NAME.
Complete The Lost King Quiz and the Constructed Response Questions.
Identify the conflicts in the play.
Monday
Read “My Life With Autism” and “My Brother Has Autism.” (Scope Magazine, pages 19-21)
Complete Reading Questions and Why Understanding Autism Matters.
Scope’s Bearing Up Vocabulary.com Quiz DUE!
Writer’s Workshop – Choose from one of the provided prompts and write a 3-5 paragraph essay.
Prompts
From “My Life With Autism” and “My Brother Has Autism”
“Sometimes it is the people no one can imagine anything of who do the things no one can imagine,” said Alan Turing. (Turing created the first computer used to break codes during World War II and had autism.) What did he mean? How does this idea apply to Connor? Answer both questions in a well-organized essay.
From “The Lost King”
How can being mindful benefit leaders? Answer this question in a well-organized essay. Use evidence from the play and the informational text as well as one additional source.
From “Bearing Up”
“Why Do You Dream?” says that most researchers agree that our dreams reflect our worries and joys. What worries or joys might Mike’s dream of the bear have reflected? Support your answer with text evidence.
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DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week Keep working at 100 Words Every Middle Schooler Should Know, When Stars Align, and Persuasive Techniques in Advertising Vocabulary.com assignment.
Crossword Puzzle Due Tuesday.
Read 20 – 30 minutes each night.
NEW - When you have finished practicing the Persuasive Techniques in Advertising Vocabulary.com assignment, take the quiz version for a grade.
Friday
Take Persuasive Techniques in Advertising Quiz.
Go over Fact vs Opinion homework.
Incorporating Facts into Your Persuasive Essay
Write a persuasive essay, with an introduction and conclusion.
Write an essay to your parent/guardians explaining why they should let you take your cell phone to school. You need to provide at least two factual details to support your statement. Take out your phone ethos-pathos-logos homework, and incorporate those arguments into your essay as well.
If you are struggling with how to incorporate facts with supporting details, try the format below.
Step 1: Write your claim/response.
Step 2: Provide text evidence with commentary.
Detail 1:
Sentence explaining how this detail supports my claim:
Detail 2:
Sentence explaining how this detail supports my claim:
Now combine these, incorporating your statements from earlier this week.
Write a conclusion. (End with a strong sentence that will give your readers something to think about.)
Use transitions between sentences.
Be sure your ideas are clear.
Check for spelling and punctuation mistakes.
Submit your essay via email with the subject line phones at school persuasive essay.
Thursday
Vocabulary Quiz Activated - Persuasive Techniques in Advertising
Writing Share - Ethos-Pathos-Logos Activity
Share your appeals for last night’s assignment.
Kahoot Review - Pirate Cash for the Top 5!
Using Fact and Opinions
Complete Fact vs Opinion (Homework if not finished during class.)
Wednesday
Go over homework.
Logos: Appeals to logic and reason
• A logical persuasive argument is built on an opinion supported by reason and evidence
• Reasons tell why everyone should accept an opinion as true.
• Evidence should support, or back up, an author’s reasons.
• Examples of evidence
o Facts and statistics--Researched evidence gives credibility to the author’s reasons because they are difficult to argue.
o Expert testimony - Statements made by experts in the field are very convincing.
• Logical fallacies are statements that sound logical and factual, but are not.
• Examples of logical fallacies:
o Hasty generalization—Generalizations occur when the author comes to a conclusion on the basis of insufficient evidence.
o Name calling—This occurs when the author attacks the person holding a view, rather than the view itself.
o Either/or—The author’s describes a situation as having only two choices when there are actually more.
o False cause and effect—The author asserts that because Event B followed Event A, A caused B
o Circular reasoning—The author’s argument appears to lead to a conclusion, but merely restates point.
Pathos: Appeals to audience’s emotion
• Loaded words—Words carefully selected to elicit a response from the audience.
• Glittering generalities—A type of loaded words so positive that they ‘glitter’ and make you feel good—like company slogans.
• Testimonials—These are comments by famous person or someone who has used a product or idea to endorse it—not an expert.
• Bandwagon appeal—This is the “Don’t miss out” or “Don’t be the last person to have one” appeal often used by advertisers and authors.
• Fear tactics—When a person believes something because he/she is afraid NOT to believe it—either knowing the truth is too scary, or the person is scared by others into believing it.
Ethos: Author’s character & ethics
• Expert testimony—This can fall under both logos and ethos. If the author of a work is an expert in the field, he/she is appealing not only to logic, but he/she is establishing credibility with the audience.
Kahoot Review
Review ETHOS, PATHOS, and LOGOS.
https://www.slideshare.net/monamars/identifying-the-rhetorical-tools-of-ethos-logos-8559764
ETHOS, PATHOS, and LOGOS Activity
How Persuasive Can You Be?
Should your parents allow you to take your cell phone to school? Write four separate arguments to your parent/guardians explaining why they should let you take your cell phone to school. The first argument should use logos. The second argument should use ethos. The third argument should use pathos. The fourth argument, your best, should use logos, ethos, and pathos. Each argument should be about two-three sentences long. Remember to be as convincing as possible.
Argument One-Logos ___________________________________________________
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Argument Two-Ethos _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Argument Three-Pathos ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Argument Four-Logos, Ethos, and Pathos ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Persuasive Techniques Using Fact and Opinions
Complete this assignment for homework.
Tuesday
Kahoot - Persuasive Techniques
Share yesterday's assignments.
Crossword Assignments Due TODAY!
EA - Reply to your email sent yesterday with the following 12 answers.
Choose the one persuasive technique from the list below that is being used in each of the following statements. Then write that technique on the blank line before each statement. You may use each type only once.
False cause/effect – falsely thinking that one thing leads to another
Circular reasoning—using different words that have the same meaning in an argument (talking in circles)
Hasty generalization—making an assumption about everyone/thing based on a little information
Testimonial—having a famous person or someone who has used a product endorse it—this person is NOT usually an expert on the product.
Bandwagon—doing something because everyone else is doing it.
Glittering generalities—using very positive words that become associated with something like company slogans.
Name calling—attacking the person/company and NOT the product he/she makes
Either/or—saying you only have two choices when, in fact, there are many others.
Loaded words—using very emotional words that make the audience feel something.
Facts/statistics—using numbers or words that can be proven true or false.
Expert testimony—using an expert in a field as part of a persuasive argument.
Fear tactics—believing something because you are afraid not to believe it—either knowing the truth is too scary, or you are scared by others into believing it.
____________________________________ 1. I’m sorry our poodle attacked you. All poodles are vicious.
____________________________________ 2. Our pizza is tasty because it’s delicious.
____________________________________ 3. If you raise the speed limit, then there will be more accidents.
____________________________________ 4. For fun we can go fishing, or we can go to the mall.
____________________________________ 5. Students with good grades study, so I will too.
____________________________________ 6. Noted physician Clifford Goodman states that a daily vitamin supplement will help keep you healthy.
____________________________________ 7. Burger King is way better than Wendy’s.
____________________________________ 8. Chevy Trucks—Like a Rock!
____________________________________ 9. I admire Tiger Woods. He advertises Nike sportswear, so I’m going to buy some. ____________________________________10. Vote for the dependable, clever, caring person. Vote for Jan Mellow.
___________________________________ 11. Ninety-five percent of all automakers think cars should have air bags.
___________________________________ 12. You better buy the Sharper Image air purifier to clean out your dirty home and make you feel better.
Monday
Kahoot - Word Root Review -Hughes (It's public.)
Tomorrow - Persuasive Techniques
DUE VIA EMAIL AT THE END OF CLASS
FIND THE TECHNIQUES ACTIVITY
EACH PERSON. NO PARTNERS.
Find an ad.
Write the source.
Who is responsible for the ad?
What audience is the ad targeting? Explain why you gave this answer.
What techniques does the ad use?
What is the ad trying to get you to buy, do, or think?
What does the ad say or suggest about the product or service?
What does the ad say about the people who buy the product or service?
NOW FIND A PARTNER AND DISCUSS WHAT YOU DISCOVERED.
How are the ads alike?
How are the ads different?
Take a closer look at the ad you selected. Is the advertiser's point of view different from yours? Explain.
EACH PERSON must submit this assignment via email.
Crossword puzzles due tomorrow.
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Monday - No School (1-15-18)
Tuesday
Introduction to ETHOS-PATHOS-LOGOS.
Snowball Fight
Wednesday
Word Root Quiz Retakes
Continue ETHOS-PATHOS-LOGOS.
ETHOS-PATHOS-LOGOS Crossword Puzzle
EXtra - Understanding Advertising
Thursday
Continue ETHOS-PATHOS-LOGOS.
Video - Building an Argument (5 minutes)
rhetorical question - a question asked in order to create a dramatic effect or to make a point rather than to get an answer
Character
Data
Empathy
Tone
Ethos
Ethos Appeal
Expertise
Logos
Logos Appeal
Pathos
Pathos Appeal
Suffering
Word
ETHOS-PATHOS-LOGOS Activity Sheet
Friday
Advertising Techniques and Persuasion
Video - Persuasive Techniques
Persuasive Techniques
Emotive Language
Connotation
Analogy
Generalization
Cause and Effect
Exaggeration
Card Stacking
Ad Awareness Activities
Be Ad Aware
Ad Techniques
Find the Techniques
Saturday
LIBRARY
Video - Understanding Advertising Review
Kahoot - Persuasive Techniques
Activity - Evaluating Our NC Trip Ads
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Thursday
Find an advertisement for your area or an attraction to your area. (It may even be a restaurant or theater.) Add a slide with a screen shot of this ad.
You will add another slide. Create an advertisement for the place you chose for your trip. It should promote the area and make people want to go there.
Wednesday
Work on Read Theory, Vocabulary.com, Book Report, or make a study guide for word roots.
Finish and submit NC Trip Planner Activity.
Periods 1-2-5-6
Monday
NC Trip Planner Activity
Task: Analyze the cost of a three day travel plan to a North Carolina landmark or tourist area. There should be a camping area as well as motels available. You will need to plot the highways, mileage, gas cost, as well as lodging and food.
Product: Create a presentation that shows the differences in price between camping in the locale for three days versus staying in a motel or hotel. You will present your choice and the reasoning for your decisions. (Cheaper may not always be the best decision.) The presentation should include the destination, your selection of lodging, and itinerary during the stay, cost comparisons, and explanations.
To get started….
Where do you want to go?
http://www.onlyinyourstate.com/north-carolina/10-historic-landmarks-nc/
http://landmarkunitedstates.com/state/North-Carolina
https://www.visitnc.com/signature-attractions
https://www.ncparks.gov/find-a-park
Next map it out.
What is the mileage for the trip? Are there multiple routes?
Now calculate the gallons of gas you will need for the trip. (Your car gets 22 miles per gallon.)
Don’t forget you will need to return. (Round trip)
https://www.google.com/maps/dir///@35.7225494,-78.4176925,8z
What is the cost of gas here? What is the cost of gas near your destination? Will you need to plan a stop along the way?
http://gasprices.aaa.com/aaa-gas-cost-calculator/
http://www.gasbuddy.com/TripCostCalculator
https://www.fueleconomy.gov/trip/
Food and Lodging
Are you staying at a motel, hotel, or a tent in a campground? Decide on your accommodations. Find out the cost of a campground rental versus a motel charge.
https://www.ncparks.gov/find-an-activity/camping
https://koa.com/states-provinces/north-carolina/
https://northcarolinastateparks.reserveamerica.com/
https://www.visitnc.com/camping
https://hotelguides.com/north-carolina/nc-hotels.html
Are you planning to pack groceries, eat fast food, or take advantage of a complimentary breakfast where you are staying? You will need to eat. Find out the cost of packing groceries and sandwiches versus eating out the three days. You need to look at what food is available in your selected area.
Search for restaurants in the area you will be staying. Look at the menus to gauge prices. You can also look up basic grocery prices online. Make a list.
Tuesday
Finish the NC Trip Planner Activity.
THEN,
Create an epic story, using archetypal characters, to have an adventure in the location you chose for your NC trip. Utilize the characteristics of the archetypal characters and situations, and include all plot elements in your story. Submit your story via email with the subject line Epic NC Story.
Wednesday
“The Gift of the Magi”
Read “The Gift of the Magi.”
Answer the following questions:
1. Define irony. What are instance of irony in the short story?
2. Explain the significance of “3” in the story?
The story has three main characters: Della, Jim, and Madame Sophronie.
Della counts her money three times. (paragraph 1)
The narrator says that “Life is made up of sobs, sniffles, and smiles.” (paragraph 2)
A reference is made to the Queen of Sheba, who gave King Solomon three types of gifts: spices, gold, and jewels.
A sentence in paragraph 5 states, “She stood by the window and looked out dully at a grey cat walking a grey fence in a grey backyard.”
The narrator alliteratively describes Della as speaking with “sudden serious sweetness.”
Balthasar, Melchior, and Gaspar are the three magi, with three homelands.
The magi offered three gifts: gold, frankincense, and myrrh.
The story centers on three valuables: Jim’s gold watch, Della’s hair, and the love that Jim and Della share.
3. Several passages in the story give subtle clues about Jim. Identify at least three passages that reveal aspects of Jim’s character and explain their significance.
4. Why does the author make reference to the Queen of Sheba and King Solomon?
5. What aspects of the story would be revealed or hidden if it were told from another point of view? For instance, how would the story change if it were told completely from Jim’s perspective?
6. Who is the protagonist? Who or what is the antagonist?
7. How would the story change if the setting were different? Would this be an effective story if it were set in today’s time?
8. Is there foreshadowing in the story?
9. Does the story end the way that you expect? Why or why not?
10. Would you invite either Della or Jim over for dinner? Why or why not?
11. Pretend that Jim sold his gold watch in a newspaper ad instead. Write the newspaper ad for Jim’s gold watch. What details would he include? Would he divulge the reasoning behind him selling his possession?
12. If Della had had short hair in the beginning of the story, what do you think that she would have done/sold in order to pay for the gold chain? Why do you think so?
13. Identify at least three similes found in this story.
14. Identify the theme of this story, and support your answer with examples from the text.
15. Think of a time something similarly ironic happened to you. Share the experience and your reflections about it.
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DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week - “The Hero's Journey,” and “The Odyssey - Part 1” Vocabulary.com assignment.
Due by December 31 - Second Destiny book review. (200-250 words)
Due by January 19 - Third Destiny book review. (200-250 words)
Word Root Test Retakes - January 17
The Hero’s Journey Crossword Due Wednesday
Read 20 – 30 minutes each night.
Friday
(3 Minute Meditation/Calming)
https://www.youtube.com/watch?v=4V7drZMyL5M
Slide Presentations
Review - Archetypes and Hero’s Journey Essentials
https://quizlet.com/8209460/situational-archetypes-flash-cards/
Thursday
(3 Minute Meditation/Calming)
The Hero’s Journey!
Create a slideshow containing the following:
The Hero's Journey -
At least one slide for each stage -
explanation of stage, and examples
one literary, and one contemporary (examples)
Stages
The Ordinary World
The Call to Adventure
The Refusal of the Call
Meeting with the Mentor
Crossing the Threshold
Tests, Allies, and Enemies
Approach to the Inmost Cave
The Ordeal
The Reward
The Road Back
Resurrection
Return with the Elixir
12-25 slides
Submit slideshow to my email. sherry_hughes@pender.k12.nc.us
Wednesday
(3 Minute Meditation/Calming)
Finish “The Odyssey.”
Select character card from the front. Write your name on the card.
SCOPE VIDEO: “Cyclops: My Side of the Story”
Read “The Monster in the Cave.”
Complete Back to Basics Handout.
Discussion Questions
1. Give examples of Odysseus’ cleverness.
2. Why does Odysseus ask the Cyclops to greet him and his men with hospitality? Is this a reasonable request? Why or why not?
3. Who do you think is responsible for six of Odysseus’ men being eaten by the Cyclops?
4. What does Odysseus reveal about himself when he calls out to the Cyclops in Scene 7?
5. What does this myth say about the power of intelligence versus the power of physical strength?
Exit Ticket - Quiz
Periods 1 and 5
“The Odyssey”
Write a summary of “The Odyssey.” Use your 2 words, 1 picture graphic organizer to guide you. Indicate the parts of plot in the summary. Check for grammar. Submit via email with the subject line “The Odyssey” Summary.
Periods 2 and 6
Hercules and Odysseus
“The Odyssey”
Write an essay comparing and contrasting the characters Hercules and Odysseus. Include examples from the text. Check for grammar. Submit via email with the subject line Hercules and Odysseus Essay.
Tuesday 12-12
(3 Minute Meditation/Calming)
Continue with “The Odyssey.”
pp 30-34 Springboard
Full text link - http://classics.mit.edu/Homer/odyssey.html
REVIEW TECHNIQUE - 2 words, 1 picture
Get a copy of the "Epic Traits" handout. (Computer Cart)
During Reading
As you read an excerpt from the Odyssey, create a chart on your paper to make observations and inferences about Odysseus’s character: analyze his appearance, words, actions, thoughts and feelings, and others’ reactions. Make a note of the textual evidence and record your analysis. Take notes on Odysseus’s physical and mental challenges as they occur.
Element of Character Development (Description and Analysis of EACH)
Appearance (Adjectives)
Actions (Verbs)
Words (Verbs)
Thoughts/Feelings
Others’ Reactions
The Road of Trials (physical and mental challenges) and Outcome (success or failure)
1.
2.
3.
After Reading
6. Which step in the Initiation Stage would best describe these chapters from the Odyssey?
7. Analyze the structure of the narrative: Map out the sequence of events. What is the turning point for Odysseus and his men?
8. Analyze the transitions used in the storytelling. How does the author use transitions to convey sequence and signal shifts?
9. What is the mood of this adventure? How does the author create the mood?
10. Compare and contrast Odysseus to previous characters we have studied. (Squeaky, Drummer Boy, Mulan)
Analyzing the Character
What characteristics will does the hero possess?
http://learn.lexiconic.net/characters.htm
http://fictionwriting.about.com/od/crafttechnique/tp/createcharacter.htm
http://blog.janicehardy.com/2013/06/10-traits-of-great-protagonist.html
http://www.writersdigest.com/tip-of-the-day/discover-the-basic-elements-of-setting-in-a-story
How is the character believable and dynamic?
https://www.scribendi.com/advice/creating_believable_characters.en.html
http://www.nownovel.com/blog/how-to-create-believable-characters/
http://www.wikihow.com/Create-Believable-Characters
http://wilday.roselleschools.org/common/pages/DisplayFile.aspx?itemId=23860222
Compare and Contrast
Hercules and Odysseus
“The Odyssey”
Write an essay comparing and contrasting the characters Hercules and Odysseus. Include examples from the text. Check for grammar. Submit via email with the subject line Hercules and Odysseus Essay.
Monday 12-11
(3 Minute Meditation/Calming)
“The Odyssey”
pp 30-34 Springboard
Full text link - http://classics.mit.edu/Homer/odyssey.html
Before Reading
1. What does initiation mean? How have you heard it used? What is the connotation?
2. Mythical heroes are archetypal characters. What are some common characteristics of these characters?
Physical:
Mental:
3. What type of conflicts do these characters typically face?
REVIEW TECHNIQUE - 2 words, 1 picture
During Reading
As you read an excerpt from the Odyssey, create a chart on your paper to make observations and inferences about Odysseus’s character: analyze his appearance, words, actions, thoughts and feelings, and others’ reactions. Make a note of the textual evidence and record your analysis. Take notes on Odysseus’s physical and mental challenges as they occur.
Element of Character Development (Description and Analysis of EACH)
Appearance (Adjectives)
Actions (Verbs)
Words (Verbs)
Thoughts/Feelings
Others’ Reactions
The Road of Trials (physical and mental challenges) and Outcome (success or failure)
1.
2.
3.
After Reading
6. Which step in the Initiation Stage would best describe these chapters from the Odyssey?
7. Analyze the structure of the narrative: Map out the sequence of events. What is the turning point for Odysseus and his men?
8. Analyze the transitions used in the storytelling. How does the author use transitions to convey sequence and signal shifts?
9. What is the mood of this adventure? How does the author create the mood?
10. Compare and contrast Odysseus to previous characters we have studied. (Squeaky, Drummer Boy, Mulan)
Analyzing the Character
What characteristics will does the hero possess?
http://learn.lexiconic.net/characters.htm
http://fictionwriting.about.com/od/crafttechnique/tp/createcharacter.htm
http://blog.janicehardy.com/2013/06/10-traits-of-great-protagonist.html
http://www.writersdigest.com/tip-of-the-day/discover-the-basic-elements-of-setting-in-a-story
How is the character believable and dynamic?
https://www.scribendi.com/advice/creating_believable_characters.en.html
http://www.nownovel.com/blog/how-to-create-believable-characters/
http://www.wikihow.com/Create-Believable-Characters
http://wilday.roselleschools.org/common/pages/DisplayFile.aspx?itemId=23860222
Compare and Contrast
Hercules and Odysseus
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DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week - “The Hero's Journey,” “The Odyssey - Part 1,” and “Hercules” Vocabulary.com assignment.
Due by December 31 - Second Destiny book review. (200-250 words)
Due by January 19 - Third Destiny book review. (200-250 words)
Word Root Test Retakes - January 10
Interim Reports Go Home December 8
Read 20 – 30 minutes each night.
Extra Credit for Word Root Test Due by THURSDAY.
Friday
(3 Minute Meditation/Calming)
Archetype Review
https://www.youtube.com/watch?v=eiQwwUMz6Gk
Cinderella Archetype Activity
Read three Cinderella stories and identify archetypes in each one. Remember to look for characters, settings, and journeys.
https://www.worldoftales.com/Cinderella.html
Fairy Tales Link - https://www.worldoftales.com/fairy_tales.html
Thursday
(3 Minute Meditation/Calming)
Library
Redo Socrative Test
The Hero’s Journey and Archetypes Crossword - Due Tuesday
http://www.readwritethink.org/files/resources/interactives/herosjourney/
Wednesday
(3 Minute Meditation/Calming)
Archetype Review.
www.socrative.com Room 000810
Mythology Review - Video
Topics
Hades
Hermes
Milky Way
Darth Vader
Loki
Temptress
Aphrodite
Helen of Troy
Tuesday 12-5
(3 Minute Meditation/Calming)
Get a God/Godess strip from the cart. Cut out the names.
Finish Hercules. (Class Reading)
********************Send mood and character questions via email.**************
Analyzing the Character
1. First, read this claim about how Hercules feels about his gifts at the beginning of the play:
Claim: At the beginning of the play, Hercules feels that his gifts make him an outsider.
Next, find two pieces of text evidence that support the claim, and then provide commentary that explains why the text evidence supports the claim:
Evidence 1:
Commentary:
Evidence 2:
Commentary:
2. Complete the sentence below to write a claim about how Hercules feels about his gifts at the end of the play:
By the end of the play, Hercules feels ____________________________________________.
Give two pieces of text evidence for your claim and provide commentary for each.
Evidence 1:
Commentary:
Evidence 2:
Commentary:
Mood
The mood in the first few lines of the excerpt could be described as suspenseful.
1. Part of what makes the mood suspenseful is what is happening in the plot.
Answer the following questions about the plot.
A. Why is Hercules in the swamp? What is he planning to do?
B. Will it be easy or difficult? Explain.
C. What will happen if he succeeds?
D. What will happen if he fails?
E. How does the plot help create a suspenseful mood at the beginning of the excerpt?
Consider the following line.
S3: But then, Hercules watches in horror as two new heads spring from each stump.
Below is one way that the details in the line above help create a hair-raising mood. Complete the sentence in (B) to explain one more way that the details help create a hair-raising mood.
A. The detail that “two new heads spring from each stump” allows the reader to visualize the monster’s new heads sprouting and growing very fast. This is a frightening image, which contributes to the hair-raising mood.
B. The detail that “Hercules watches in horror” helps create a hair-raising mood because ...
Now consider this line.
S1: Now there are 17 vicious heads writhing and spewing toxic air into his face.
Below is one way that details in the line above create a hair-raising mood. Write one more way.
A. When Kayden writes that there are “17 vicious heads writhing,” the reader can visualize the violent twisting movement of the hydra’s many heads—a terrifying image. The reader feels frightened for Hercules and excited to see how he defends himself, contributing to the hair-raising mood.
B …….
********************Send mood and character questions via email.**************
Complete God and Goddess Table.
Periods 2 and 6 - Then and Now Assignment
You will be given one of Hercules’s Tasks to Illustrate and Describe.
Create a modern challenge comparable to the one you were assigned.
Archetype Review.
Monday 12-4
(3 Minute Meditation/Calming)
Discuss Survey Results. - Hercules the Mighty - What Determines Our Identities?
Begin reading Hercules the Mighty (Scope)
Select character card from the front. Write your name on the card..
The 12 Tasks of Hercules http://www.perseus.tufts.edu/Herakles/labors.html
ALL CLASSES
Mood
The mood in the first few lines of the excerpt could be described as suspenseful.
1. Part of what makes the mood suspenseful is what is happening in the plot.
Answer the following questions about the plot.
A. Why is Hercules in the swamp? What is he planning to do?
B. Will it be easy or difficult? Explain.
C. What will happen if he succeeds?
D. What will happen if he fails?
E. How does the plot help create a suspenseful mood at the beginning of the excerpt?
Consider the following line.
S3: But then, Hercules watches in horror as two new heads spring from each stump.
Below is one way that the details in the line above help create a hair-raising mood. Complete the sentence in (B) to explain one more way that the details help create a hair-raising mood.
A. The detail that “two new heads spring from each stump” allows the reader to visualize the monster’s new heads sprouting and growing very fast. This is a frightening image, which contributes to the hair-raising mood.
B. The detail that “Hercules watches in horror” helps create a hair-raising mood because ...
Now consider this line.
S1: Now there are 17 vicious heads writhing and spewing toxic air into his face.
Below is one way that details in the line above create a hair-raising mood. Write one more way.
A. When Kayden writes that there are “17 vicious heads writhing,” the reader can visualize the violent twisting movement of the hydra’s many heads—a terrifying image. The reader feels frightened for Hercules and excited to see how he defends himself, contributing to the hair-raising mood.
B …….
Analyzing the Character
1. First, read this claim about how Hercules feels about his gifts at the beginning of the play:
Claim: At the beginning of the play, Hercules feels that his gifts make him an outsider.
Next, find two pieces of text evidence that support the claim, and then provide commentary that explains why the text evidence supports the claim:
Evidence 1:
Commentary:
Evidence 2:
Commentary:
2. Complete the sentence below to write a claim about how Hercules feels about his gifts at the end of the play:
By the end of the play, Hercules feels ____________________________________________.
Give two pieces of text evidence for your claim and provide commentary for each.
Evidence 1:
Commentary:
Evidence 2:
Commentary:
Period 2 - http://greece.mrdonn.org/greekgods/hercules.html
Create a storyboard of each of the 12 tasks. (Formative)
Can you survive the labors of Hercules (game)
Read 20 – 30 minutes.
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Thinklab - (See Thinklab Web Page)
Greek Gods and Goddesses http://greece.mrdonn.org/greekgods/index.html
Create 10 trading cards. http://www.readwritethink.org/classroom-resources/student-interactives/trading-card-creator-30056.html
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DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week - “Archetypes,” “Archetypes 2,” and “Hercules” Vocabulary.com assignment.
Due THURSDAY - First Destiny book review. (200-250 words)
Due by December 31 - Second Destiny book review. (200-250 words)
Due by January 19 - Third Destiny book review. (200-250 words)
Word Root Test – THURSDAY
Interim Reports Go Home December 8
Archetype Crossword Puzzles Due Friday
Monday 11-27
Welcome to Archetypes!
Quick Video - Archetypes
(Share Drive)
Archetype Research Topics
Sign up for a group. See chart below.
Collect one for each class.
Create a slide show or poster presentation of your topics.
Inform! Entertain! (Summative)
Characters
Group # Hero
1 Anti Hero
2 Damsel in Distress
3 Destroyer
4 Earth Mother
5 Epic Hero
6 Herald
7 Mentor/Teacher
8 Outcast
1 Scapegoat
2 Shapeshifter
3 Shrew
4 Temptress
5 Transgressor
6 Trickster
7 Villain
8 Innocent
Situations
Group #
1 Loss of Innocence
2 Coming of Age
3 The Initiation
4 The Ritual
5 Death and Rebirth
6 The Fall
7 The Quest
8 The Task
ALL Good versus Evil
Colors
Group #
1 Black
2 Blue
3 Brown
4 White
5 Green
6 Orange
7 Purple
8 Red
Elements/Setting
Group #
1 Water
2 Fire
3 Ice
4 Snow
5 Lightning
6 Seasons
7 Wilderness
8 Sea, ocean
1 River
2 Garden
3 Desert
4 Mountains, peaks
5 Caves
6 Tunnels
7 Forest
8 Wind
Additional Images
Group #
2 Hourglass
1 Sun
3 Circles
4 Triangle
5 Cross
6 Egg/Oval
7 Tree
8 Serpent/snake
1 Dark colored bird
2 Light colored bird
3 Lamb
4 Lion
5 Heavenly bodies
6 Rectangle
7 Oak
8 Frog
Numbers
(All Groups do All numbers)
3
4
6
7
4
Hints:
http://www.soulcraft.co/essays/the_12_common_archetypes.html
https://literarydevices.net/archetype/
https://www.capt.org/ppc/pmai/index.htm?wt.mc_id=pmnewB6&wt.srch=1&bhcp=1
https://www.hccfl.edu/media/724354/archetypesforliteraryanalysis.pdf
http://www.literarydevices.com/archetype/
http://msvolta.weebly.com/uploads/2/3/1/5/23159310/archetypesandsymbols.pdf
Tuesday 11-28
Archetypes Continued (See Monday)
Video - (SHARE DRIVE) - Mythology in Literature Culture - Archetypes
“Universal Archetypes” An in depth look…
Explain who each of the following are and how they exemplify the associated archetype in the film “Mythology in Literary Culture”:
The Transgressor: Sisyphus and Prometheus
The Trickster: Hermes
The Temptress: Aphrodite
The Destroyer: Hades
The Hero
Wednesday 11-29
Archetypes Presentations
Take notes as groups present. (Formative)
Survey - Hercules the Mighty - What Determines Our Identities?
Period 2 - http://greece.mrdonn.org/greekgods/hercules.html
Create a storyboard of each of the 12 tasks. (Formative)
Can you survive the labors of Hercules (game)
Thursday 11-30
Word Root Test
Book Reviews Due
Survey - Hercules the Mighty - What Determines Our Identities?
Begin reading Hercules the Mighty (Scope)
Select character card from the front. Write your name on the card..
The 12 Tasks of Hercules http://www.perseus.tufts.edu/Herakles/labors.html
Friday 12-01
How is an archetype similar to and different from a super hero?
Continue reading Hercules the Mighty (Scope)
Revisit Mood!
Archetype Games
Archetype Statue Game
Think about which archetype would be the easiest to act out.
You will spread out around the room, in a squatting position.
Then, on a slow count to 4, they grow into a statue that represents a
specific archetype or character, such as a king or queen. (See list below.)
When everyone is ready, I will ask you to move the way your
archetype or character would move. When I say “Freeze,” all students
stop and squat again.
Start over with a different archetype.
Students must give each other space when they come to a squatting
position. No touching, running, or talking is allowed. Any student who
breaks the rules must sit out for one archetype before rejoining the game.
Archetype Activity
Create a recipe for the following archetypes. Then, give
example characters in books, movies, or TV programs that
adhere to your recipe.
§ A wise and brave leader
§ A loyal companion
§ A mysterious stranger
§ A feared outcast
§ A villain who plots the downfall of a person or group
of people
§ A naïve young person searching to become an adult
(bildungsroman)
*Example: Damsel in Distress
Recipe = wealthy + young + unmarried + beautiful + long hair +
isolated + helpless
Character = Ophelia, Sleeping Beauty, Cinderella
___________________________________________________________________
___________________________________________________________________
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due by November 30 - First Destiny book review. (200-250 words)
Due by December 31 - Second Destiny book review. (200-250 words)
Due by January 19 - Third Destiny book review. (200-250 words)
Word Root Test – November 30
Read 20 – 30 minutes each night.
Monday 11-20
Many holidays have a special character who represents the day (such as Santa Claus for Christmas or the Easter Bunny for Easter). Thanksgiving is an important holiday, but doesn’t have a such a character. How would you choose one to represent Thanksgiving, and why might having a special character be good for the holiday? Think about what Thanksgiving Day is all about, and create a character to represent Thanksgiving. This includes the character's name, personality, colors, clothing, accessories, and even the backstory.
Why do holidays have characters to represent them? (such as Santa Claus for Christmas, the Easter Bunny for Easter, Cupid for Valentine’s Day, a leprechaun for St. Patrick’s Day, etc.)
Consider how the character makes the holiday more exciting for those celebrating it.
Consider the message that the character portrays about the holiday.
Consider how the character is the “face of the holiday,” and why this can be helpful. (i.e.both in defining the spirit of the day, and for businesses who focus on the day)
What would be considered a “good” character for Thanksgiving Day?
Consider the true message and tone of Thanksgiving, and how the character must portray that.
Consider the role the character will play in a larger marketing campaign.
Consider actual characters who represent other holidays, and what your impression of them might be.
What factors should be considered when choosing and designing a character to represent Thanksgiving Day?
Consider all elements that go into designing the character — name, personality, colors, clothing, accessories, and even the backstory.
Consider how everything about the character should be focused on the specific message of Thanksgiving Day.
Consider logistical issues, such mass producing the character as stuffed animals and dolls, or having someone dress as the character (think about Santa Claus).
Resources:
http://pblproject.com/page.aspx?pageid=Thanksgiving-Mascot_infographic
Tuesday
Finish holiday mascot assignment. Email the answers to above questions.
http://pblproject.com/page.aspx?pageid=PBL_rubrics
Create a trading card of your character.
Begin Vocabulary.com for next week.
Wednesday
NO SCHOOL
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week - “Plot Elements” and “The Monkey’s Paw” Vocabulary.com assignment.
Due by November 30 - First Destiny book review. (200-250 words)
Due by December 31 - Second Destiny book review. (200-250 words)
Due by January 19 - Third Destiny book review. (200-250 words)
Word Root Test – November 30
Read 20 – 30 minutes each night.
Friday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Before the video:
What do you think your favorite part of the movie will be, and why?
What do you think the main characters will look like/act like?
What do you think the main setting will look like? Will it be messy, small, bright, noisy, beautiful, spooky, cold, colorful, etc?
What parts of the story do you think will be cut out of the movie?
What should be added to the movie to make it better than the short story?
Which do you think you will enjoy more – the short story or the movie? Why?
What was your favorite scene in the story? Would you be upset if this scene was changed in the movie?
What parts of the story will be difficult to portray in the movie? For example, how should the movie portray what a character is thinking?
Watch the video “The Monkey’s Paw.”
Compare the mood evoked in the video with that evoked in the short story and the play.
Which did you find more powerful, the short story, the play, or the video?
Evaluate the ways the filmmaker chose to portray the scenes.
How do the film images differ from the ones you imagined as you read the story?
Compare and Contrast the text to the video to the play.
Venn Diagram
Snowball Fight Activity
Read 20 – 30 minutes.
Thursday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Mood
Mood is the feeling the reader gets from a work of literature. Another way to describe mood is atmosphere. When you walk into a place, it has an atmosphere that makes you feel a certain way; when you “walk into” a text, it too has an atmosphere that makes you feel a certain way. For example, the mood could be calm, creepy, romantic, gloomy, or tense. Authors create mood through word choice, imagery, dialogue, setting, and plot. The mood can stay the same from the beginning to the end of a text, or it can change.
Watch the Scope video “What’s the Mood?”
Complete Mood Words Activity.
Read the play “The Monkey’s Paw.”
Complete Exploring Mood Activity.
Questions
In Scene 1, how does the author create contrasting atmospheres inside and outside the Whites’ home?
In Scenes 1 and 2, do the Whites believe that the monkey’s paw really has the power to grant wishes? How can you tell?
Scene 3 ends with Messenger 1 saying, “Two hundred pounds.” Why do you think the author chose to end the scene with this line?
In Scene 1, Morris says a holy man put a spell on the monkey’s paw “to show that fate rules our lives, and that those who interfere with fate do so to their sorrow.” How is this idea supported by what happens later?
There is a saying “Be careful what you wish for; you may just get it.” What do you think this saying means, and how does it apply to the play?
What benefits might you get from working to make a wish come true rather than having it come true through magic?
Read 20 – 30 minutes.
Wednesday
“The Monkey’s Paw”
Due Friday - Make a movie poster for “The Monkey’s Paw.”
The Language of Literature (Green Book) pages 680-693
Read along with the recording.
Fill in plot graphic organizer while reading.
Questions
What is the mood at the Whites’ house before the arrival of Sergeant-Major Morris?
How did Sergeant-Major Morris acquire the monkey’s paw?
What power is the monkey’s paw supposed to have?
Why do you think Morris tries to burn the paw?
What does Mr. White say just before he wishes for two hundred pounds?
What would you infer is the reason that Mr. White is so reluctant to wish for his son’s return from the dead?
At the end of the story, why did the knocking stop so suddenly?
Mood
Mood is the feeling the reader gets from a work of literature. Another way to describe mood is atmosphere. When you walk into a place, it has an atmosphere that makes you feel a certain way; when you “walk into” a text, it too has an atmosphere that makes you feel a certain way. For example, the mood could be calm, creepy, romantic, gloomy, or tense. Authors create mood through word choice, imagery, dialogue, setting, and plot. The mood can stay the same from the beginning to the end of a text, or it can change.
Watch the Scope video “What’s the Mood?”
Complete Mood Words Activity.
Read 20 – 30 minutes.
Tuesday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Find synonyms to the mood words on your worksheet.
“The Monkey’s Paw”
Due Friday - Make a movie poster for “The Monkey’s Paw.”
The Language of Literature (Green Book) pages 680-693
Read along with the recording.
Fill in plot graphic organizer while reading.
Questions
What is the mood at the Whites’ house before the arrival of Sergeant-Major Morris?
How did Sergeant-Major Morris acquire the monkey’s paw?
What power is the monkey’s paw supposed to have?
Why do you think Morris tries to burn the paw?
What does Mr. White say just before he wishes for two hundred pounds?
What would you infer is the reason that Mr. White is so reluctant to wish for his son’s return from the dead?
At the end of the story, why did the knocking stop so suddenly?
Read 20 – 30 minutes.
Monday 11-13
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
TE 21 Exam
Complete Survey - https://goo.gl/forms/TcZY2DujkCd8Hth33.
Literary Elements Practice - https://www.quia.com/rr/627145.html
Read 20 – 30 minutes.
THIS WEEK:
Compare texts to adaptations.
“The Monkey’s Paw”
Play
Video
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week - “The Great Bird Poop Disaster” and “Can the Desert Tortoise Be Saved?” Vocabulary.com assignment.
Due by November 30 - First Destiny book review. (200-250 words)
Have your book approved by November 9.
Due by December 31 - Second Destiny book review. (200-250 words)
Due by January 19 - Third Destiny book review. (200-250 words)
Word Root Test – November 30
Thursday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
“The Great Bird Poop Disaster”
Using text evidence…
How to Use Text Evidence - Next Steps
How to Use Text Evidence
When you write about something you have read, you need to use text evidence—that is, details from the text—to support the points you are making. You can use text evidence in the form of a direct quotation (the author’s exact words) or a paraphrase (a restatement of what the author wrote). You also need to explain WHY that text evidence is relevant.
Quote or paraphrase.
When using a direct quote, copy down the exact words from a sentence. Surround a direct quotation with quotation marks. To paraphrase is to put something written or spoken by someone else into your own words. You don’t change the meaning of what the other person wrote or said, just the wording. A paraphrase is not surrounded by quotation marks.
Make it clear where your evidence comes from.
Identify who wrote or said what you are quoting or paraphrasing. This is called “citing your source.” Include a page number.
Words to help you: • according to (the author) • (the author) claims • (the author) suggests • (the author) states • (the author) writes • (the author) reports • (the author) describes • (the author) implies • (the author) explains • (the author) argues • (the author) declares • (the author) observes • (the author) notes • (the author) reveals • (the author) remarks
Explain why your text evidence is relevant.
Include a sentence that makes it clear how the text evidence supports your idea. Reread the information you quoted or paraphrased and ask yourself, “So what?”
Words to help you: • (the author) says this because • this proves that • this exemplifies how • this confirms • this demonstrates • this describes • this explains • this illustrates • this implies • this suggests
EMAIL with the subject line: BIRD POOP DISASTER ...
T1 In a well-organized paragraph, explain one problem that bird poop causes and one possible solution to that problem. Use text evidence to support your ideas.
or
T2 Consider this claim: Humans have caused the bird poop problem in cities around the world. Do you agree or disagree? Use details from “The Great Bird Poop Disaster” and “How to Solve the Problem of Bird Poop” to support your answer.
Read 20 – 30 minutes each night.
EXTENSION
Research your assigned human-caused environmental problem. Be ready to present your findings.
Food waste
Trash disposal
Air pollution
Water pollution
Deforestation
Overfishing
Wednesday
Get a copy of "Exploring Text Structures" and "Synthesis" sheets from the computer cart.
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
“The Great Bird Poop Disaster”
T1 In a well-organized paragraph, explain one problem that bird poop causes and one possible solution to that problem. Use text evidence to support your ideas.
T2 Consider this claim: Humans have caused the bird poop problem in cities around the world. Do you agree or disagree? Use details from “The Great Bird Poop Disaster” and “How to Solve the Problem of Bird Poop” to support your answer.
Exploring Text Structures
Review Text Structures
Synthesis
Read 20 – 30 minutes each night.
Tuesday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Review Text Structures. Let’s review together.
Problem/Solution “Can the Desert Tortoise Be Saved?” by Mackenzie Carro
Using text evidence…
How to Use Text Evidence
When you write about something you have read, you need to use text evidence—that is, details from the text—to support the points you are making. You can use text evidence in the form of a direct quotation (the author’s exact words) or a paraphrase (a restatement of what the author wrote). You also need to explain WHY that text evidence is relevant.
1. Quote or paraphrase.
When using a direct quote, copy down the exact words from a sentence. Surround a direct quotation with quotation marks. To paraphrase is to put something written or spoken by someone else into your own words. You don’t change the meaning of what the other person wrote or said, just the wording. A paraphrase is not surrounded by quotation marks.
2. Make it clear where your evidence comes from.
Identify who wrote or said what you are quoting or paraphrasing. This is called “citing your source.” Include a page number.
Words to help you: according to (the author), (the author) claims, suggests, states, writes, reports, describes, implies, explains, argues, declares, observes, notes, reveals, remarks
3. Explain why your text evidence is relevant.
Include a sentence that makes it clear how the text evidence supports your idea. Reread the information you quoted or paraphrased and ask yourself, “So what?”
Words to help you: (the author) says this because, this proves that, this exemplifies how, this confirms, demonstrates, describes, explains, illustrates, implies, suggests
Read “Can the Desert Tortoise Be Saved?” by Mackenzie Carro.
Answer the following questions:
What’s the central idea of the article?
On page 28, why did the author use the sentence about poachers?
On page 29, Jon Hoekstra says, “Technology has given conservationists superpowers.” How does technology help the conservationists at Hardshell? Use text evidence to support your answer.
According to the article, what are two ways humans affect the lives of animals in the Mojave Desert? Use text evidence to support your answer.
Complete a short write.
How Can Technology Help Endangered Animals?
Write your answer to the above question.
Add one piece of text evidence that supports your answer.
Explain how the evidence supports your answer.
Text Structure Review
http://www.westrusk.esc7.net/TextStructures.html
Review Text Structures. Who will be the FIRST to make it to a million points?
https://www.quia.com/rr/1079344.html?AP_rand=461982840
Other Review Links
https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=351823#.We9OuVuPLcc
https://jeopardylabs.com/play/text-structure-jeopardy2
https://www.quia.com/ba/575078.html?AP_rand=1089933490
Read 20 – 30 minutes each night.
Monday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Review Connotation and Denotation
Read each of the following sentences. Decide from the context whether the speaker is showing approval (positive) or disapproval (negative) of the topic. Then select the best word to put into the sentence.
1. “The sooner we move out of this (home, dump),” said Jack, “the happier I’ll be.”
2. This cell phone is (expensive, overpriced), but I don’t mind paying extra because it has
so many useful features.
3. You’re lucky to have Wilma on your committee. She has lots of (original, crazy) ideas.
4. Boss Reed and his (cronies, employees) have controlled the politics in this city for
more than twenty years. I certainly hope the other party wins this year!
5. It was a beautiful spring day, and the (stench, scent) of apple blossoms filled the whole
yard.
6. I hope I don’t have to share an office with Janice. Sandra told me how (curious, nosy)
she can be.
7. “I think Fay is an excellent president,” said the principal. “She really knows how to
(manage, meddle).”
8. Will you please turn your stereo off? I can’t concentrate with all that (music, noise).
9. I love going camping and getting in touch with nature. The woods are filled with so
much (vermin, animal life).
10. What makes Jim such an excellent storyteller is his knack for (invention, lying).
11. Mr. Benton had better watch out for that new assistant of his. He’s a (clever, crafty)
one.
12. I have a lot of respect for Jenny’s father. He’s rather (reserved, antisocial) and
dignified.
13. My brother can’t stand his mother-in-law. She’s practically a millionaire, but she’s
about as (thrifty, miserly) as a person can get.
14. This coffee is very (bitter, strong) – just the way I like it!
15. Can you please ask the new saleswoman not to be so (enthusiastic, pushy)? She is
scaring away the customers.
Connotation vs Denotation Activity
Since everyone reacts emotionally to certain words, writers often deliberately select words that they think will influence your reactions and appeal to your emotions. Read the dictionary definition (DENOTATION) below.
cock roach (kok' roch'), n. any of an order of nocturnal insects, usually brown with flattened oval bodies, some species of which are household pests inhabiting kitchens, areas around water pipes, etc. [Spanish cucaracha]
What does the word cockroach mean to you?
Is a cockroach merely an insect or is it also a household nuisance and a disgusting creature?
Think - Pair - Share
1. Do some words have more impact than others when describing the same thing? Can you use words to subtly give a message? Give examples.
2. **See what meanings poets Wild and Morley find in roaches in the following poems.
Roaches
Last night when I got up
to let the dog out I spied
a cockroach in the bathroom
crouched flat on the cool
porcelain,
delicate
antennae probing the toothpaste cap
and feasting himself on a gob
of it in the bowl:
I killed him with one unprofessional
blow,
scattering arms and legs
and half his body in the sink...
I would have no truck with roaches,
crouched like lions in the ledges of sewers
their black eyes in the darkness
alert for tasty slime,
breeding quickly and without design,
laboring up drainpipes through filth
to the light;
I read once they are among
the most antediluvian of creatures,
surviving everything, and in more primitive times
thrived to the size of your hand...
yet when sinking asleep
or craning at the stars,
I can feel their light feet
probing in my veins,
their whiskers nibbling
the insides of my toes;
and neck arched,
feel their patient scrambling
up the dark tubes of my throat.
--Peter Wild
Go through the poem....put a square around a denotative word describing a cockroach...example....antennae.
Go through the poem....put a circle around a connotative word describing the cockroach....example...filth.
from Nursery Rhymes for the Tender-hearted
Scuttle, scuttle, little roach-
How you run when I approach:
Up above the pantry shelf
Hastening to secrete yourself.
Most adventurous of vermin,
How I wish I could determine
How you spend your hours of ease,
Perhaps reclining on the cheese.
Cook has gone, and all is dark-
Then the kitchen is your park;
In the garbage heap that she leaves
Do you browse among the tea leaves?
How delightful to suspect
All the places you have trekked:
Does your long antenna whisk its
Gentle tip across the biscuits?
Do you linger, little soul,
Drowsing in our sugar bowl?
Or, abandonment most utter,
Shake a shimmy on the butter?
Do you chant your simple tunes
Swimming in the baby's prunes?
Then, when dawn comes, do you slink
Homeward to the kitchen sink?
Timid roach, why be so shy?
We are brothers, thou and I,
In the midnight, like yourself,
I explore the pantry shelf!
--Christopher Morley
Repeat this with the second poem...
Go through the poem....put a square around a denotative word describing a cockroach...example....antennae.
Go through the poem....put a circle around a connotative word describing the cockroach....example...filth.
Reread the dictionary definition.
Which of the denotative characteristics of a cockroach both poets include in their poems?
What characteristics does Wild give his roaches that are not in the dictionary definition?
What additional characteristics does Morley give to roaches?
In each poem, the insect acquires meaning beyond its dictionary definition. Both poets lead us away from a literal view of roaches to a nonliteral one.
Which poet succeeds in giving roaches favorable connotations?
Which poet comes closer to expressing your own feelings about roaches?
Read 20 – 30 minutes each night.
______________________________________________________
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due by October 27 - 3 (THREE) Destiny book reviews. (200-250 words)
Please email me when you have completed reviews.
Word Root Test - November 30
Friday 11-10
Text Feature Review
Hands On Application
Introduction to Author's Purpose
+ to entertain
+ to inform
+ to persuade
Read 20 – 30 minutes each night.
Thursday
MORE....
Connotation and Denotation
Denotation: the dictionary and literal meaning of a word
Connotation: the emotional / contextual / cultural meaning attached to a word; shades and degrees of meaning
Continue sorting word groups. Use the manipulatives in the basket.
Complete the sentence stems for EACH category. (You should have 7.)
Wednesday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Discuss – Can some words be better than others when communicating an idea? Can one word change the way it is received?
PowerPoint
Shades of Meaning
Declare Yourself Activity.
Welcome to Connotation and Denotation.
Connotation and Denotation
Denotation: the dictionary and literal meaning of a word
Connotation: the emotional / contextual / cultural meaning attached to a word; shades and degrees of meaning
Read 20 – 30 minutes each night.
TUESDAY
Get a Chromebook and begin working on Read Theory.
Complete the story structure sheet https://www.ereadingworksheets.com/reading-worksheets/pierce-the-spaceman.pdf.
Also complete "The Wallet." https://www.ereadingworksheets.com/reading-worksheets/the-wallet-story-structure-worksheet-6.pdf
Complete the story cube for one of the books you read for this 9 weeks. Each side should have a major part of the story. Be sure to include setting, climax, conflict, and characters.
Finish the essay from yesterday if you have not completed it.
Summative…
In one to two paragraphs, explain how stress can be both helpful and harmful.
Write an editorial proposing three ways to help kids lead less stressful lives. Your editorial should include a thesis statement, explain why it’s important to lower kids’ stress levels, and include facts and figures to support your ideas.
(Use your Stress Solutions Organizer to help you.)
Read silently.
Monday October 30
Get a Chromebook and begin working on Read Theory.
Get out the two stress articles from last week.
Review “Is This You?”
Answer these questions:
Reread the section “The Science of Stress.” What can you infer is the reason for the changes that take place in the body when the stress response is triggered? How do you know?
Explain how the author uses the example of LeBron James.
Consider the following claim: Stress can be useful. Would the author of “Is This You?” agree with this claim? Defend your answer with examples from the text.
Summarize the story, and underline the main idea.
“In China, the Test That Determines Your Life”
Diffuse the text.
Read the story.
Answer these questions:
Consider this line from the article: “Widespread on the Internet were photographs taken in a classroom of students hooked up to intravenous drips of amino acids while cramming.” These amino acids are meant to replenish energy. Why might the author have included this detail?
Consider the following quote from psychologist William James (1842-1910): “The greatest weapon against stress is our ability to choose one thought over another.” Explain what this quotation means.
Consider the pressures faced by students in China. Do students in the U.S. experience similar pressures?
Summarize the story, and underline the main idea.
Problem-Solution – Complete Stress Solutions Sheet.
Summative…
In one to two paragraphs, explain how stress can be both helpful and harmful.
Write an editorial proposing three ways to help kids lead less stressful lives. Your editorial should include a thesis statement, explain why it’s important to lower kids’ stress levels, and include facts and figures to support your ideas.
Make sure your name is on the assignment. Put it in the green bin.
Yes, you may email it.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Friday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
“In China, the Test That Determines Your Life”
Diffuse the text.
Read the story.
Questions
Consider this line from the article: “Widespread on the Internet were photographs taken in a classroom of students hooked up to intravenous drips of amino acids while cramming.” These amino acids are meant to replenish energy. Why might the author have included this detail?
Consider the following quote from psychologist William James (1842-1910): “The greatest weapon against stress is our ability to choose one thought over another.” Explain what this quotation means.
Consider the pressures faced by students in China. Do students in the U.S. experience similar pressures?
Problem-Solution – Complete Stress Solutions.
Summative…
In one to two paragraphs, explain how stress can be both helpful and harmful.
Write an editorial proposing three ways to help kids lead less stressful lives. Your editorial should include a thesis statement, explain why it’s important to lower kids’ stress levels, and include facts and figures to support your ideas.
First Chapter Friday - Summer of My German Soldier by Bette Greene
Answer the following questions:
What is the title of the book? Who is the author?
What is the genre? What does that mean?
Make a prediction. What do you think this book is about?
Give an overview of what is happening.
Describe the setting.
What do you think will happen next?
Compare and contrast this book to another you have read.
Explain why this book does or does not appeal to you.
What kind of reader would like this book? (Give specific reasons.)
Read 20 – 30 minutes each night.
Novel Study Guides
Destiny reviews (ALL 3) are due TODAY.
Thursday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
“Is This You?”
Diffuse the text.
Read the story.
Questions
Reread the section “The Science of Stress.” What can you infer is the reason for the changes that take place in the body when the stress response is triggered? How do you know?
Explain how the author uses the example of LeBron James.
Consider the following claim: Stress can be useful. Would the author of “Is This You?” agree with this claim? Defend your answer with examples from the text.
“In China, the Test That Determines Your Life”
Diffuse the text.
Read the story.
Questions
Consider this line from the article: “Widespread on the Internet were photographs taken in a classroom of students hooked up to intravenous drips of amino acids while cramming.” These amino acids are meant to replenish energy. Why might the author have included this detail?
Consider the following quote from psychologist William James (1842-1910): “The greatest weapon against stress is our ability to choose one thought over another.” Explain what this quotation means.
Consider the pressures faced by students in China. Do students in the U.S. experience similar pressures?
Problem-Solution – Complete Stress Solutions.
Summative…
In one to two paragraphs, explain how stress can be both helpful and harmful.
Write an editorial proposing three ways to help kids lead less stressful lives. Your editorial should include a thesis statement, explain why it’s important to lower kids’ stress levels, and include facts and figures to support your ideas.
Read 20 – 30 minutes each night.
Novel Study Guides
Questions and Worksheets are due TODAY.
Destiny reviews (ALL 3) are due TOMORROW.
Wednesday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Problem and Solution
PowerPoint Overview
Flocabulary
Passage and Solution Activity
Read 20 – 30 minutes each night.
Novel Study Guides
Questions and Worksheets are due TOMORROW.
Destiny reviews (ALL 3) are due FRIDAY.
Tuesday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Mrs. Cowan visits for high school planning.
Read 20 – 30 minutes each night.
Novel Study Guides
Questions and Worksheets are due THURSDAY.
Destiny reviews (ALL 3) are due FRIDAY.
Monday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Mrs. Cowan visits for high school planning.
Read 20 – 30 minutes each night.
Novel Study Guides
Questions and Worksheets are due THURSDAY.
Destiny reviews (ALL 3) are due FRIDAY.
___________________________________________________
___________________________________________________
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week - Vocabulary.com assignment.
Due by October 27 - 3 (THREE) Destiny book reviews. (200-250 words)
Word Root Test -
Friday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Let’s continue our Titanic and Hindenburg adventure.
Review “The Flaming Sky.”
790 Lexile Version https://cdn-scope.scholastic.com/system/files/private/SCO-100116-NonFiction-LL_T.pdf
1010 Lexile Version https://cdn-scope.scholastic.com/system/files/private/SCOPE-100116-Nonfiction_T.pdf
Find the central idea of the article, and three supporting details. (Graphic Organizer Available on Notes Page.) Use textual evidence to support your answer.
Read “Into the Dark Water.”
https://scope.scholastic.com/sites/default/files/SCO-Titanic-Singles.pdf
Find the central idea of the article, and three supporting details. (Graphic Organizer Available on Notes Page.) Use textual evidence to support your answer.
https://postalmuseum.si.edu/fireandice/p1.html
NEXT…
Compare and contrast the Hindenburg and the Titanic disasters.
Here are some questions to get your essay going:
What was happening in the world during the time of the Titanic and the Hindenburg disasters? How were the periods similar and different?
What were the accommodations like on board the Hindenburg? What were they like on the Titanic?
How were the Titanic and the Hindenburg viewed by the public when they were each built? What reputation did the two ships have?
Why did the Titanic sink? Why did the Hindenburg explode?
How did the Hindenburg disaster impact the public’s view of zeppelins? How did the Titanic disaster impact the public's view of ocean liners?
Compare the structures of the two articles. What do they have in common? How are they different?
First Chapter Friday - Summer of My German Soldier by Bette Greene
Answer the following questions:
What is the title of the book? Who is the author?
What is the genre? What does that mean?
Make a prediction. What do you think this book is about?
Give an overview of what is happening.
Describe the setting.
What do you think will happen next?
Compare and contrast this book to another you have read.
Explain why this book does or does not appeal to you.
What kind of reader would like this book? (Give specific reasons.)
Read 20 – 30 minutes each night.
Thursday
Get a Chromebook and complete the activity at the link below.
http://homepage.smc.edu/quizzes/cheney_joyce/CompareContrast.html
Text Structures – Compare and Contrast
Complete the Quick Check Questions.
Read “The Flaming Sky.”
790 Lexile Version https://cdn-scope.scholastic.com/system/files/private/SCO-100116-NonFiction-LL_T.pdf
1010 Lexile Version https://cdn-scope.scholastic.com/system/files/private/SCOPE-100116-Nonfiction_T.pdf
Find the central idea of the article, and three supporting details. (Graphic Organizer Available on Notes Page.) Use textual evidence to support your answer.
Watch the video. https://scope.scholastic.com/issues/10_01_16/narrative-nonfiction
Read “Into the Dark Water.”
https://scope.scholastic.com/sites/default/files/SCO-Titanic-Singles.pdf
Find the central idea of the article, and three supporting details. (Graphic Organizer Available on Notes Page.) Use textual evidence to support your answer.
https://postalmuseum.si.edu/fireandice/p1.html
NEXT…
Compare and contrast the Hindenburg and the Titanic disasters.
Here are some questions to get your discussion going:
What was happening in the world during the time of the Titanic and the Hindenburg disasters? How were the periods similar and different?
What were the accommodations like on board the Hindenburg? What were they like on the Titanic?
How were the Titanic and the Hindenburg viewed by the public when they were each built? What reputation did the two ships have?
Why did the Titanic sink? Why did the Hindenburg explode?
How did the Hindenburg disaster impact the public’s view of zeppelins? How did the Titanic disaster impact the public's view of ocean liners?
Compare the structures of the two articles. What do they have in common? How are they different?
Read 20 – 30 minutes each night.
Wednesday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Complete the Quick Check Questions.
Text Structures – Compare and Contrast
PowerPoint and Practice
Flocabulary - Complete Regions and Quiz
Read 20 – 30 minutes each night.
Tuesday 10-17
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Text Structures – Cause and Effect
Get a copy of “Saving the Great White Monster” by Lauren Tarshis. DIFFUSE this text.
What is Rewordify?
Complete: Cause and Effect Graphic Organizer, Close Reading Questions, After Reading.
Enrichment: Find a similar article, summarize it, and put the central idea in bold font.
Read 20 – 30 minutes each night.
Novel Study Guides
Period 1 – Due by Friday: All questions, Chapters 1-12, Crossword, Magic Square, Objective Test, Conflict WS
Period 2 - Due by Friday: All Questions, Books 1-3, Concerning Conflict, Idioms, Basics
Period 5 - Due by Friday: All questions, Chapters 1-23, Symbolism, Choices, Practice Test
1984- Create 5 study questions per section. Due Wednesday. Identify conflicts in the novel.
Period 6 - Due by Friday: All questions, Chapters 1-23, Symbolism, Choices, Conflict WS, Practice Test
Monday 10-16
Text Structures – Cause and Effect
PowerPoint and Practice
Flocabulary
Complete Stranded and Quiz.
Read 20 – 30 minutes each night.
Novel Study Guides
Period 1 – Due by Friday: All questions, Chapters 1-12, Crossword, Magic Square, Objective Test, Conflict WS
Period 2 - Due by Friday: All Questions, Books 1-3, Concerning Conflict, Idioms, Basics
Period 5 - Due by Friday: All questions, Chapters 1-23, Symbolism, Choices, Practice Test
1984- Create 5 study questions per section. Due Wednesday. Identify conflicts in the novel.
Period 6 - Due by Friday: All questions, Chapters 1-23, Symbolism, Choices, Conflict WS, Practice Test
__________________________________________________
___________________________________________________
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week - Text Structures and Signal Words- Cause and Effect Vocabulary.com assignment.
Due by October 27 - 3 (THREE) Destiny book reviews. (200-250 words)
Word Root Test -
Text Structure Crossword Due Today
Friday - 10-13 - Friday the 13th
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
PRACTICE – Exchange and Grade.
Text Structures 1
Text Structures 2
First Chapter Friday - Friday Night Lights by H. G. Bissinger
Answer the following questions:
What is the title of the book? Who is the author?
What is the genre? What does that mean?
Make a prediction. What do you think this book is about?
Give an overview of what is happening.
Describe the setting.
What do you think will happen next?
Compare and contrast this book to another you have read.
Explain why this book does or does not appeal to you.
What kind of reader would like this book? (Give specific reasons.)
Read 20 – 30 minutes each night.
Novel Study Guides – Start listing ALL the conflicts in your book. Give supporting details for each one.
Period 1 - Finish Chapter 15. Complete questions through Chapters 11-15 by TODAY. Continue Review Sheets.
Period 2 - Finish through page 132 Book Three and answer the corresponding questions by TODAY. Begin Review Sheets.
Period 5 - Read through Chapter 15. Complete questions through Chapters 11-15 by TODAY.
1984- Read through page 245 (Book III), and answer the questions by TODAY.
Period 6 - Complete questions through Chapters 16-19 by TODAY. Begin Review Sheets.
Thursday 10-12
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Library Visit – 9, 10:45, 2, 3:15
Each group will need a blank sheet of paper, and a glue stick.
Text Structure Jigsaw
The long strip lists the categories.
Glue the long strip across the top of your blank paper.
Critical Words = Signal Words
Add each answer under the correct section.
Glue them.
Raise your hand when finished.
Text Structure Overview
PRACTICE
Text Structures 1
Text Structures 2
Read each paragraph and determine the type of text structure.
Read silently.
Read 20 – 30 minutes each night.
Novel Study Guides – Start listing ALL the conflicts in your book. Give supporting details for each one.
Period 1 - Finish Chapter 12. Complete questions through Chapters 10-12 by Friday. Begin Review Sheets.
Period 2 - Finish through page 132 Book Three and answer the corresponding questions by Friday.
Period 5 - Read through Chapter 15. Complete questions through Chapters 11-15 by Friday.
1984- Read through page 245 (Book III), and answer the questions by Friday.
Period 6 - Finish Chapter 19. Complete questions through Chapters 16-19 by Friday.
Wednesday 10-11
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Share your presentations with sherry_hughes@pender.k12.nc.us.
Complete Text Structure Note Page as Presentations are given.
Read 20 – 30 minutes each night.
Novel Study Guides – Start listing ALL the conflicts in your book. Give supporting details for each one.
Period 1 - Finish Chapter 12. Complete questions through Chapters 10-12 by Friday.
Period 2 - Finish through page 132 Book Three and answer the corresponding questions by Friday.
Period 5 - Read through Chapter 15. Complete questions through Chapters 11-15 by TODAY.
1984- Read through page 245 (Book III), and answer the questions by Friday.
Period 6 - Finish Chapter 18. Complete questions through Chapters 16-19 by Friday.
Thursday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Read silently.
Tuesday 10-10
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Word Root Re-Test
Finish Presentations.
Read 20 – 30 minutes each night.
Novel Study Guides NEW HANDOUTS!!!!
Period 1 - Finish Chapter 11. Complete questions through Chapters 10-12 by Friday.
Magic Squares
Crossword
Objective Test and Essay Practice
Period 2 - Finish through page 132 Book Three and answer the corresponding questions by Friday.
Conflict
Idioms
Questions
Period 5 - Read through Chapter 15. Complete questions through Chapters 11-15 by Wednesday.
Symbolism
Choices
1984- Read through page 245 (Book III), and answer the questions by Friday.
Period 6 - Finish Chapter 17. Complete questions through Chapters 16-19 by Friday.
Symbolism
Choices
Monday 10-9
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Check PowerSchool today.
Welcome to TEXT STRUCTURES!
Collaborative Presentation
You may work in groups of 3-4.
No, not alone. That's not collaborative. No, no group larger than 4. If someone doesn't have a group and all that's available are perfectly formed groups of four, then one will split. Then you have a group of three and a pair.
Begin your research on text structures.
Your GOAL:
Create a presentation covering the following text structures:
Description ____________________________________________
Sequence & Chronological Order ____________________________________________
Compare & Contrast ____________________________________________
Cause & Effect ____________________________________________
Problem & Solution ____________________________________________
Include description, examples, signal words, and visual aids.
Presentations must be ready by the START of class Wednesday.
Read 20 – 30 minutes each night.
Novel Study Guides
Period 1 - Finish Chapter 10. Complete questions through Chapters 10-12 by Friday.
Period 2 - Finish through page 132 Book Three and answer the corresponding questions by Friday.
Period 5 - Read through Chapter 15. Complete questions through Chapters 11-15 by Wednesday.
1984- Read through page 245 (Book III), and answer the questions by Friday.
Period 6 - Finish Chapter 16. Complete questions through Chapters 16-19 by Friday.
_________________________________________________________
___________________________________________________________
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week - Mean Clouds and Ben Franklin/Major Art Vocabulary.com assignment.
Due by October 27 - 3 (THREE) Destiny book reviews. (200-250 words)
Word Root RE-Test - Tuesday, October 10
Friday
First Chapter Friday - Animal Farm by George Orwell
Complete Active Listening Questions
Finish Summative Diffusion and Article Summary.
Summarizing
THURSDAY
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Can you log into Destiny?
Summative Assignment
Go to the linked news article. Copy the text, paste into a Google Doc, and diffuse the text using a different font color. Write a three paragraph summary which includes the central idea and four supporting details.
Email the completed assignment to sherry_hughes@pender.k12.nc.us.
The paragraphs should be first. The diffused article should be second.
Type into the email subject line Summative Diffusion and Article Summary.
Modifications
Graphic Organizers
Step by Step Directions
Click on the article link. https://www.washingtonpost.com/lifestyle/kidspost/walruses-wont-be-listed-as-threatened-species/2017/10/04/d5be075a-a92c-11e7-92d1-58c702d2d975_story.html?utm_term=.1cf387a07410
Copy the text.
Open a Google Doc.
Paste the text.
Find words that are unfamiliar.
Define those words, and paste the definition into the article text. Make the definition a different color than the regular text.
Read the article.
Using one of your graphic organizers, find the central idea, and four supporting details.
Write your three paragraph response. It should contain an introductory paragraph which includes the central idea, a body paragraph which includes the supporting details, and a concluding paragraph.
When you have finished email the completed assignment to sherry_hughes@pender.k12.nc.us.
Copy and paste the three paragraphs.
Copy and paste the diffused text.
Type into the email subject line Summative Diffusion and Article Summary.
Click Send!!
Read silently.
Wednesday
Have you logged into Destiny? If not, now is the time to try.
Complete the Dewey Decimal Scavenger Hunt, and 2 Dewey Decimal Cards.
For the scavenger hunt, find a book with the ID number. Write the title of the book. In the topic section, write what the book is about.
For the Dewey Decimal cards, read the card and determine where you would find the information on the card. Then explain in writing how you would complete this task.
Please put the completed papers in the green tub.
(Make sure your name is on the papers.)
When finished, sit down and read.
Read 20 – 30 minutes each night.
Novel Study Guides – Start listing ALL the conflicts in your book. Give supporting details for each one.
Period 1 - Finish Chapter 9. Complete questions through Chapters 8-9 by TODAY.
Period 2 - Finish through page 95 Book Two and answer the corresponding questions by TODAY.
Period 5 - Read through Chapter 15. Complete questions through Chapters 11-15 by TODAY.
1984- Read through page 185 (Book Two), and answer the questions by Friday.
Period 6 - Read through Chapter 15. Complete questions through Chapters 11-15 by TODAY.
Tuesday
Periods 2-6, we will meet in the library tomorrow.
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
FIRST , Main Idea Tables should be on the bookshelf. Be sure your name is on it.
NEXT, Take out your “Ben Franklin: Scientist and Inventor” and “Major Art Periods” handout. Be sure your name is on it. I will collect these for a grade.
THEN,Complete “Mean Clouds” Vocabulary.com assignment.
NEXT, Finding the Central Idea Using a Graphic Organizer – “Mean Clouds” (Put your name on your handout.)
FINALLY, Once you have found the central/main idea with four supporting details, write a summary of the information. (5-6 sentences)
Read 20 – 30 minutes each night.
Novel Study Guides
Period 1 - Finish Chapter 9. Complete questions through Chapters 8-9 by Wednesday.
Period 2 - Finish through page 95 Book Two and answer the corresponding questions by Wednesday.
Period 5 - Read through Chapter 15. Complete questions through Chapters 11-15 by Wednesday.
1984- Read through page 185 (Book Two), and answer the questions by Friday.
Period 6 - Read through Chapter 15. Complete questions through Chapters 11-15 by Wednesday.
Monday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Check PowerSchool today.
FIRST Complete Ben Franklin/Major Art Vocabulary.com assignment.
Finding the Central Idea
“Ben Franklin: Scientist and Inventor”
“Major Art Periods”
**Find your own online news article or a current event you currently have, and find the central idea. You need four supporting details.**
Use the table foldable to organize your information.
Read 20 – 30 minutes each night.
Novel Study Guides
Period 1 - Finish Chapter 9. Complete questions through Chapters 8-9 by Wednesday.
Period 2 - Finish through page 95 Book Two and answer the corresponding questions by Wednesday.
Period 5 - Read through Chapter 15. Complete questions through Chapters 11-15 by Wednesday.
1984- Read through page 185 (Book Two), and answer the questions by Friday.
Period 6 - Read through Chapter 15. Complete questions through Chapters 11-15 by Wednesday.
____________________________________________________________________________
____________________________________________________________________________
DUE THIS WEEK - 5 READ THEORY QUIZZES at 60% or higher.
Due this week - Central Idea and Facts About Bats Vocabulary.com assignment.
Due by October 27 - 3 (THREE) Destiny book reviews. (200-250 words)
Word Root Test - Tuesday, September 26
Text Feature Crossword Due Friday.
Friday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Crosswords Due
Writing a Central Idea Paragraph
Thursday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Progress Reports Go Home
Novel Questions Due – Notebook Check & Discussion
“Determining the Central Idea of a Text” PowerPoint
Central Idea Cube – Roderigo
Wednesday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Go over Bats assignment.
Novel Questions Due – Notebook Check & Discussion
“Determining the Central Idea of a Text” PowerPoint
Central Idea Cube – Roderigo
Library Tomorrow!
Tuesday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Word Root Test
Text Features Practice
“Flying High” Handout
“Facts About Bats” https://www.livescience.com/28272-bats.html
Identify text features in each article. Write a summary of each article. Email with Bats Text Features as the subject line to sherry_hughes@pender.k12.nc.us.
Monday 9-25
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Text Feature Crossword Due Friday!
Text Features Foldables!
Each table needs scissors and glue sticks.
Novel Study Guides
Period 1 - Finish Chapter 8. Complete questions through Chapter 6-7 by Wednesday.
Period 2 - Finish Book One and answer the corresponding questions by Wednesday.
Period 5 - Read through Chapter 10. Complete questions through Chapter 10 by Wednesday.
1984- Read through page 87 (Book One), and answer the questions.
Period 6 - Read through Chapter 10. Complete questions through Chapter 10 by Wednesday.
http://www.redkid.net/madlibs/
___________________________________________________________________
___________________________________________________________________
Friday
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Text Feature Matching Game
Each table needs a pair of scissors and a glue stick.
Informational Text Using Visual Details to Draw Conclusions
Thursday 9-20
Get a Chromebook and begin working on Read Theory or Vocabulary.com.
Check Powerschool for missing assignments. Late 40s are missing assignments.
Text Features Scavenger Hunt
Define Text Features.
Describe the following text features and explain how they help readers understand:
Diagram
Maps
Glossary
Index
Captions
Tables, Charts, Graphs
Heading
Illustrations
Table of Contents
Keep these notes in your notebook.
Wednesday 9-20
Get a Chromebook and begin working on Read Theory.
Check Powerschool for missing assignments. Late 40s are missing assignments.
Diffusion Real World Activity
· Select one of the articles from my web page below.
· Copy and paste the article into a Google Doc.
· Scan the article and look for words you may not know.
· Look up the definitions for these words, and cut and paste them near the word in the article. You may want to change the font color, use parenthesis, or a text box.
· If there is a word in the definition you do not know, then add the definition of that word to the document.
· Summarize the article.
· Copy and paste the summary FIRST, and the diffused text SECOND into an email with the subject line DIFFUSION REAL WORLD ACTIVITY.
· Send the email to me. sherry_hughes@pender.k12.nc.us
ARTICLES for ACTIVITY
http://www.crf-usa.org/black-history-month/gandhi-and-civil-disobedience
http://billofrightsinstitute.org/do-you-think-teens-know-the-difference-between-madison-and-marx/
https://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/
https://www.tweentribune.com/article/teen/how-cool-new-words-are-added-american-sign-language/
Continue reading your novels. Study questions for the test are coming soon!
Tuesday 9-19
Get a Chromebook and begin working on Read Theory.
Diffusion Activity!
Blue Cards - Define the word on the BACK of the card. Make it as simple as possible.
Join your Vocabulary.com class. Use the correct code.
Period 1 - http://vocab.com/join/2D9NFRK
Period 2 - http://vocab.com/join/3WEZQSS
Period 5 - http://vocab.com/join/4NHH80
Period 6 - http://vocab.com/join/1P7P5QX
Complete the Text Features - Basics assignment.
Continue reading your novels.
Monday 9-18
Check your powerschool login.
Diffusion Strategy
https://www.archives.gov/founding-docs/declaration-transcript
Open a Google Doc.
Copy and paste the first two paragraphs.
Complete the activity.
Copy and paste into an email to sherry_hughes@pender.k12.nc.us with the subject line DIFFUSION.
________________________________________________________
________________________________________________________
Friday 9-15 Get a Chromebook and begin working on Read Theory.
Go over "Unto Others" by Mr. Morton. Answer questions 1-15.
Story share...
Pictionary Review
Period 1 - Finish Chapter 6. Identify conflicts found in the story.
Period 2 - Read through page 71. Identify conflicts found in the story.
Period 5 - Read through Chapter 8. Identify conflicts found in the story.
1984- Let's Talk! Big Brother, Telescreens, The Ministry, Double Speak
Period 6 - Read through Chapter 8. Identify conflicts found in the story.
Thursday 9-14 Get a Chromebook and begin working on Read Theory.
Plot Review Using "The Tortoise and the Hare."
Create your own children's story containing all elements of plot. (sequence of events)
Read "Unto Others" by Mr. Morton. Answer questions 1-15.
Period 1 - Finish Chapter 5. Identify conflicts found in the story.
Period 2 - Read through page 56. Identify conflicts found in the story.
Period 5 - Read through Chapter 7. Identify conflicts found in the story.
1984- Let's Talk! Big Brother, Telescreens, The Ministry
Period 6 - Read through Chapter 7. Identify conflicts found in the story.
Wednesday 9-13 Get a Chromebook and begin working on Read Theory.
Character Quiz Makeups
Plot - Focus: Exposition and Rising Action
Watch Plot Video
Character and Plot Crossword - Due Monday
Period 1 - Finish Chapter 5. Identify conflicts found in the story.
Period 2 - Read through page 56. Identify conflicts found in the story.
Period 5 - Read through Chapter 7. Identify conflicts found in the story.
1984- Let's Talk! Big Brother, Telescreens, The Ministry
Period 6 - Read through Chapter 7. Identify conflicts found in the story.
Tuesday 9-12 Get a Chromebook and begin working on Read Theory.
Go over conflict homework.
Character/Conflict QUIZ!!
Exposition and Rising Action...
Period 1 - Finish Chapter 5. Identify conflicts found in the story.
Period 2 - Read through page 56. Identify conflicts found in the story.
Period 5 - Read through Chapter 7. Identify conflicts found in the story.
Period 6 - Read through Chapter 7. Identify conflicts found in the story.
Monday 9-11 Character Analysis Essay Due today. (3 paragraph)
Get a Chromebook and begin working on Read Theory.
Each table needs a pair of scissors and a glue stick.
Conflict matching game.
Complete conflict exercises.
Period 1 - Finish Chapter 4. Identify conflicts found in the story.
Period 2 - Read through page 53. Identify conflicts found in the story.
Period 5 - Read through Chapter 6. Identify conflicts found in the story.
Period 6 - Read through Chapter 6. Identify conflicts found in the story.
_________________________________________________________
_________________________________________________________
Friday 9-8
Go over Understanding Character Types assignment.
Types of Settings activity
Character Analysis Essay Due Monday (3 paragraph)
Period 1 - Finish Chapter 3. Take notes on Jethro.
Period 2 - Read through page 45. Take notes on Samantha.
Period 5 - Read through Chapter 5. Take notes on Jonas.
Period 6 - Read through Chapter 5. Take notes on Jonas.
Thursday 9-7 Get a Chromebook and begin working on Read Theory.
Understanding Character Types
Period 1 - Finish Chapter 2. Take notes on Jethro.
Period 2 - Read through page 24. Take notes on Samantha.
Period 5 - Read through Chapter 3. Take notes on Jonas.
Period 6 - Read through Chapter 3. Take notes on Jonas.
Wednesday 9-6 Get a Chromebook and begin working on Read Theory.
Novel Study - Character Analysis
Character Analysis Essay Due Monday (3 paragraph)
Period 1 - Finish Chapter 1. Take notes on Jethro.
Period 2 - Read through page 18. Take notes on Samantha.
Period 5 - Read through Chapter 2. Take notes on Jonas.
Period 6 - Read through Chapter 2. Take notes on Jonas.
Tuesday 9-6 LIBRARY VISIT
SQ3R Learning Style Projects Due
Novel Study - Character Analysis
Monday 9-5 Holiday
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__________________________________________________________
Friday 9-1 Complete Read Theory
Begin character analysis of your novel.
Thursday 8-31 Create learning style study guide.
Use SQ3R and your learning style.
Read 20 -30 minutes.
Wednesday 8-23 Identify your learning style.
Read 20 -30 minutes.
Tuesday 8-22 Create rule list
Read 20 -30 minutes.
Monday 8-21 Get papers signed.
Read 20 -30 minutes.
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