5th Period

If you have Mrs. Smith Hayes 5th period, this is where you'll find announcements, and reminders, and general class information.

Important Dates

  • September 30 - October 4 - School Book Fair
  • October 11 - End of 1st nine-week grading period
  • October 14 - NO SCHOOL (Teacher Work Day)
  • October 16 - School Picture Day

10/01/19

"Your potential is endless."

Bellwork: None

Classwork: Students went to the School Book Fair for the first half of class. Students then worked with their partners to complete a second reading of the short story "The Tail." They were required to annotate the text with the parts of plot and find text evidence to support their description of the main character, Tasha. They also answered the following question: What can you infer about the relationship between Tasha and Junior? Cite text evidence to support your response.

09/30/19

"A smooth sea never made a skilled sailor."

Bellwork: Students looked at a comic strip and determined the characteristics and motives about a character.

Classwork: Students took Cornell notes on direct and indirect characterization. They then completed a first reading of the short story "The Tail."

09/27/19

"Don't wait for opportunity. Create it."

Bellwork: None

Classwork: Students worked independently to complete a summative assessment on Target 1 of RL.1.3.

09/26/19

"Push yourself because no one else is going to do it for you."

Bellwork: None

Classwork: Students worked both independently, collaboratively, and with a teacher to complete various tasks within a station.

  • Teams 3 & 4 worked in Station 1 (Collaborative) - Students read a short story titled “The Elves and the Shoemaker.” They then worked collaboratively to answer questions related to the story and the learning target.
  • Teams 1 & 5 worked in Station 2 (Independent) - Students independently played a Quizizz game in which they answered random questions about plot and the elements of a story. (Students may make up or redo this quiz until October 8th using quiz code 337534).
  • Teams 2 & 6 worked in Station 3 (Teacher Led) - The teacher reviewed the parts of plot with the students. She then held a small group discussion about the parts of plot within the story. In order to increase their grades, students then worked independently to complete a retest of the "Stray" Formative Assessment.

09/25/19

"The key to success is to focus on goals, not obstacles."

Bellwork: None

Classwork: Students worked both independently, collaboratively, and with a teacher to complete various tasks within a station.

  • Teams 2 & 6 worked in Station 1 (Collaborative) - Students read a short story titled “The Elves and the Shoemaker.” They then worked collaboratively to answer questions related to the story and the learning target.
  • Teams 3 & 4 worked in Station 2 (Independent) - Students independently played a Quizizz game in which they answered random questions about plot and the elements of a story. (Students may make up or redo this quiz until October 8th using quiz code 337534).
  • Teams 1 & 5 worked in Station 3 (Teacher Led) - The teacher reviewed the parts of plot with the students. She then held a small group discussion about the parts of plot within the story. In order to increase their grades, students then worked independently to complete a retest of the "Stray" Formative Assessment.

09/24/19

"Strive for success; not perfection."

Bellwork: None

Classwork: Students worked both independently, collaboratively, and with a teacher to complete various tasks within a station.

  • Teams 1 & 5 worked in Station 1 (Collaborative) - Students read a short story titled “The Elves and the Shoemaker.” They then worked collaboratively to answer questions related to the story and the learning target.
  • Teams 2 & 6 worked in Station 2 (Independent) - Students independently played a Quizizz game in which they answered random questions about plot and the elements of a story. (Students may make up or redo this quiz until October 8th using quiz code 337534).
  • Teams 3 & 4 worked in Station 3 (Teacher Led) - The teacher reviewed the parts of plot with the students. She then held a small group discussion about the parts of plot within the story. In order to increase their grades, tudents then worked independently to complete a retest of the "Stray" Formative Assessment.

09/23/19

"There is no substitute for hard work."

Bellwork: None

Classwork: Students worked independently to complete Part 2 of the formative assessment on the short story the "Stray."

09/20/19

"The expert in anything was once a beginner."

Bellwork: None

Classwork: Students completed the 3rd reading of the short story "Stray" and worked collaboratively as a team to complete Part 1 of the formative assessment.

09/19/19

"The secret to getting ahead is getting started."

Bellwork: Students read an excerpt of "Alma's Cattle Drive" and answered the following question:

Which sentence best shows the resolution of the story?

  1. “She was cold and hungry, but she kept her horse on the edge of the shallow riverbank until each animal had safely passed.”
  2. “Alma stayed there in the stinging rain, her horse breathing hard beneath her.”
  3. “When she finally rode ashore, her father waved to get Alma’s attention.”
  4. “Alma knew then that she had proven herself to be a valuable member of the team,”

Classwork: Students completed the 2nd reading of the short story "Stray." Students worked collaboratively with their teammates to annotate the text. A class discussion about the text and the various types of conflicts was held.

09/18/19

"It always seems impossible until it's done."

Bellwork: None

Classwork: (LIBRARY VISIT) Students went to the library to check out books, They then completed a first reading of the short story titled "Stray."

09/17/19

"Make today ridiculously amazing!"

Bellwork: Students read an excerpt of "Alma's Cattle Drive" and answered the following questions:

  1. What is the setting in the above passage? (Be able to tell which sentence(s) describe the setting.)
  2. Identify and describe a conflict in the passage?
  3. What is the climax in the story?

Classwork: Students completed their team poster activity on "Mouse for Sale." Teacher then distributed students' FSA and STAR test scores and reviewed them with the students.

09/17/19

"Make today ridiculously amazing!"

Bellwork: Students read an excerpt of "Alma's Cattle Drive" and answered the following questions:

  1. What is the setting in the above passage? (Be able to tell which sentence(s) describe the setting.)
  2. Identify and describe a conflict in the passage?
  3. What is the climax in the story?

Classwork: Students completed their team poster activity on "Mouse for Sale." Teacher then distributed students' FSA and STAR test scores and reviewed them with the students.

09/16/19

NO SCHOOL - TEACHER WORK DAY

09/13/19

"I haven't been this excited about Friday since last Friday!"

Bellwork: None

Classwork: Students completed their notes on the "Elements of a Story." They then watched a Disney animated short film titled "Mouse for Sale." After watching the short film, students worked collaboratively to complete a poster outlining the different parts of plot.

09/12/19

"Happy Friday! Wait...It's Thursday! Carry on!"

Bellwork: Plot diagram pre-test.

Classwork: Students took notes on the "Elements of a Story"

09/11/19

"Smile! It's wonderful Wednesday!"

Bellwork: None

Classwork: (Substitute Teacher) Students worked independently to complete a reading comprehension passage titled "A Sewing Sensation" on citing evidence and making inferences.

09/10/19

"Smile! It's wonderful Wednesday!"

Bellwork: None

Classwork: Students worked both independently, collaboratively, and with a teacher to complete various tasks within a station.

  • Teams 1, 3, 4, & 5 worked in station 1 (Independent) - Students independently completed a Quizizz assignment in which they answered random questions about drawing conclusions and making inferences. (Students may make up or redo this quiz until September 23rd using quiz code 652367).
  • Teams 2 & 6 worked in Station 2 (Collaborative) - Students worked collaboratively to complete a set of drawing conclusions task cards.

09/09/19

"Always believe something wonderful is about to happen"

Bellwork: None

Classwork: Students worked both independently, collaboratively, and with a teacher to complete various tasks within a station.

  • Teams 2 & 6 worked in station 1 (Independent) - Students independently played a Quizizz game in which they answered random questions about drawing conclusions and making inferences. (Students may make up or redo this quiz until September 23rd using quiz code 652367).
  • Teams 1 & 5 worked in Station 2 (Collaborative) - Students worked collaboratively to complete a set of drawing conclusions task cards. They were required to record their answers electronically.
  • Teams 3 & 4 worked in Station 3 (Teacher Led Small Group) - Students worked with the teacher to review and analyze the short story “The Old Grandfather and the Little Grandson”. Students were required to answer the following questions:
    • What is the main conflict in this story?
    • How does the conflict in this story cause a change in the main characters?
    • What is the theme/message of the story?

09/06/19

"May your Friday sparkle!"

Bellwork: What does it mean to draw a conclusion?

a. To take a random guess at something.

b. To draw a good guess based on the mood that you are in that day.

c. To draw a good guess based on evidence and detail from a source, as well as your own personal experience.

d. To base a good guess on your own personal experience.

Classwork: Students were given their AR levels and point goals for the 1st nine-week grading period. Students who did not finish their STAR reading test yesterday were given time to finish their test. Students then took notes on "Drawing Conclusions". They worked collaboratively with their team to answer three questions about drawing conclusions. Students were required to provide evidence to support their response. Students then began taking notes on "Close Reading".

09/05/19

"Today a reader, tomorrow a leader"

Bellwork: None

Classwork: Students took the STAR reading test in order to get their current reading levels.

09/04/19

SCHOOL CANCELLED - HURRICANE DORIAN

09/03/19

SCHOOL CANCELLED - HURRICANE DORIAN

09/02/19

NO SCHOOL - LABOR DAY

08/30/2019

"Let's do the Friday dance"

Bellwork: None

Classwork: (COUNTY MANDATED WELLNESS LESSON) Students were taught about bullying through county developed presentations and activities.

08/29/2019

"It is what you make it, so make it beautiful!"

Bellwork: None

Classwork: (LIBRARY ORIENTATION) Students went to the library and were instructed on the library routines by the librarian. They were then allowed to check out books. They spent the remainder of the period reading silently.

08/28/2019

"We're halfway there!"

Bellwork: None

Classwork: Students completed their remediation from the day before and were given the opportunity to redo assignments which they scored poorly on the first time.

08/27/2019

"Tuesday would be cuter if it were Friday"

Bellwork: None

Classwork: REMEDIATION! Students were given the test that they took on Monday. They were told what they did wrong and then they worked with the teacher to correct their mistakes.

08/26/2019

"It’s Monday! Don’t forget to be AWESOME!"

Bellwork: None

Classwork: Students independently completed an assessment on citing text evidence. Once they were finished, they worked on completing the Google classroom assignments of Goldilocks R.A.C.E. method practice and inference practice that was assigned on Friday. Students also made revisions to the Goldilocks R.A.C.E. method practice as noted by the teacher.

08/23/2019

"It's Fri-Yay!"

Bellwork: None

Classwork: Students continued to work (within Google classroom) on their R.A.C.E. response to the following question: "How was Goldilocks disrespectful to the three bears?" They also worked to complete an inference practice activity.

08/22/2019

"It is what you make it, so make it beautiful!"

Bellwork: Students were shown a picture of a man running to catch the bus and asked to make inferences based on what they saw

Classwork: Teacher continued instruction on the R.A.C.E. method. Students viewed a PowerPoint and took notes. Teams worked collaboratively to complete practice questions on the "E" (explain the evidence) part of the R.A.C.E. method. They then worked independently using the R.A.C.E. method to answer the following question: "How was Goldilocks disrespectful to the three bears?"

08/21/2019

"Work hard in silence, let your success make the noise."

Bellwork: None

Classwork: Teacher continued instruction on the R.A.C.E. method. Students viewed a PowerPoint and took notes. Teams worked collaboratively to finish the practice questions on the "C" (cite the evidence) part of the R.A.C.E. method.

08/20/2019

"Positive Thinking, Positive Outcome"

Bellwork: Read the following passage: The woman waited nervously in line. When the counter was empty, she carefully unloaded her items from her cart. Lines creased her forehead as if to show the calculations ringing up in her head. Finally, the cashier began ringing up the items as the woman clutched her purse. WHAT CAN YOU INFER ABOUT THE EVENTS LISTED?

Classwork: Teacher continued instruction on the R.A.C.E. method. Students viewed a PowerPoint and took notes. Teams worked collaboratively to complete practice questions on the "A" (answer the question) and "C" (cite the evidence) parts of the R.A.C.E. method.

08/19/2019

"New Monday, New Week, New Goals"

Bellwork: Students introduced themselves to their teammates and then set up their interactive notebook.

Classwork: Students learned how to take notes using the Cornell method of note-taking. Students then viewed a PowerPoint and took notes on the R.A.C.E. method. Teams worked collaboratively to complete practice questions on the "R" (restate/reword) part of the R.A.C.E. method.

08/16/2019

"Teamwork makes the dream work"

Bellwork: Students answered the following questions on their own sheet of paper:

    • What does teamwork look like?
    • What does teamwork sound like?
    • What does teamwork feel like?

Classwork: Teacher read scripts. Class discussed what it means to be a part of a team. The students brainstormed and gave examples of how teamwork looks, sounds, and feels. Students watched a "Teamwork" presentation with videos showing examples of teamwork.

08/15/2019

"Friday just called, it'll be here tomorrow."

Bellwork: Take out a sheet of paper and be prepared to write down your username and password.

Classwork: Teacher read scripts and then assigned laptops to the students. Students were then given instructions on how to log onto Google classroom.

      1. Login with @mypolkschools.net email and password
      2. Click the Google chrome icon to access Classlink.
      3. Once in Classlink, click "G Suite"
      4. Google docs will open. Click the menu at the top right and select classroom.
      5. Once in Google classroom, click + at top of page.
      6. Choose “Student”
      7. Enter class code

Once in Google classroom, students completed a "Beginning of the Year Skills Test".

08/14/2019

"Wednesday (noun) 1. Still not Friday"

Bellwork: Students answered the following Would You Rather questions:

    • Would you rather brush your teeth with soap or drink sour milk?
    • Would you rather be able to type/text very fast or be able to read really quickly?
    • Would you rather eat broccoli flavored ice cream or meat flavored cookies?
    • Would you rather go on vacation to a new country every summer vacation or get an extra three weeks of summer break?

Classwork: Teacher read scripts. Students then reviewed the classroom policies and procedures by completing a "Find Someone Who" activity.

08/13/2019

"Today is a new day!"

Bellwork: Students wrote 2-3 sentences about their first impression of middle school.

Classwork: Teacher read scripts and then finished reviewing the polices and procedures. Students then completed an "About Me" worksheet.

08/12/2019

"Today is a good day to have a good day"

Bellwork: None

Classwork: Students were assigned seats. Teacher read scripts and then began reviewing classroom policies and procedures. Students received the beginning of the year forms. Click here for a copy of the forms.