1st Quarter

11/2

No School for students: School Improvement Day....Last day of Quarter 1! Yipppppppppppeeeee!!!

11/1

Reflection: How many books did you read? How did your first quarter go?

HW: Reading Logs, NEWSELA quiz, and GQ_IDEA..........REVISED DEADLINE...........Due Mon, 11/5.

10/31

• Happy Halloween and please forgive me for keeping you so long yesterday even after the bell rang. As a token of my apologies, you have class time to read a NEWSELA article, take a quiz and get a head start on this week's GQ IDEA. Furthermore, I will not collect the work until Monday.
• Group Work to revise Duncan Character Sketches.

HW: Reading Logs, NEWSELA quiz, and GQIDEA..........REVISED DEADLINE...........Due Mon, 11/5.

10/30

• Character Wrap-Up Assessment
• Fossils packet: ID Text structures (partner work)

HW: Reading Logs, NEWSELA quiz, and GQIDEA due on Thursday. Get an early start?

10/29

Unit 3 notes for terms 16-20.

Revision "Stations" resource: What ideas can help you further develop your "Most Valued Object" scene for your original character.

Writing workshop.

HW: p. 38 and p. 40 from Vocabulary Workshop.

------------------------------

10/26

Independent reading.

Close reading of "Across the country, mixed support for lowering the voting age to 16". ID examples of text structure.

Group work: 1) Complete the GQ IDEA for "Across the country, mixed support..."; 2) Work on group examples for indirect characterization (goldenrod) sheet.

October! (for those who turned in all of their work)

HW:

• Indirect characterization examples from your independent reading book. Choose 10 characteristics.
• Goldenrod WS (Group work) Indirect characterization.

10/25

Wrap up Duncan character sketches.

Work on group examples for indirect characterization (goldenrod) sheet.

Notes for text structure.

HW:

• Identifying Text Structure WS 1.
• Using Halloween as the theme craft short responses/examples of the 6 types of text structure.

10/24

Bellwork: p. 40 "Choosing the Best Term"

Character Sketch: Who is Duncan? (group response)

Click here for Duncan Character Sketch rubric. Click here for a model of a character sketch.

U3 Vocabulary notes, terms 8-15.

Notes: Text Structure

10/23

GQ_IDEAS: rubric, format, group response

Character Sketch: Who is Duncan? (group response)

10/22

Quiz over U3 terms, 1-7

GQ_IDEAS: rubrics, format

NEWSELA article, "Mixed Support for Lowering the Voting Age"

Character Sketch

--------------------------

10/19

Unit 3 notes

Last Show and Tell

Workshop: Read or get caught up on a piece of writing.

10/18

Final Show and Tell presentations

Tinkering: tone and a special object

NEWSELA onboarding.

HW: Logs (including documentation of one NEWSELA quiz) and Literature response due; any revisions to compare/contrast papers are due

10/17

Bellringer: "Synonyms and Antonyms" for U3, p. 39

Pass back papers. Debrief of writing assignments and speaking assignment rubrics and feedback.

Show and Tell reflection.

10/16

Show and Tell presentations

Pass back papers

Notes on Direct/Indirect characterization

Tinkering with character's objects

10/15

Show and Tell presentations

Independent reading

-----------------------

10/12

Vocabulary Test

Show and Tell presentations

HW: Practice your Show and Tell presentation

10/11

Performance Task

Show and Tell

HW: Practice your Show and Tell presentation; study for the vocabulary test over Unit 2

10/10

• Read "Papa's Parrot."
• Review answers to p. 31 (Grade in class.)
• Practice time. Mrs. Humer gives "3 Stars and 3 Wishes".
• Recap debates. Which one is more relevant for our world? Fortnite debate or Texting and Walking debate.

HW:

1. Vocabulary Test over U2 tomorrow.
2. Show and Tell presentations begin tomorrow.

10/9

(Mrs. Humer is absent.)

Bellwork: p. 31 Vocabulary Workshop "Completing the Sentence".

Read the "Texting and Walking" Scholastic Scope debate. Fill in the graphic organizer.

Practice your Show and Tell presentation.

10/8 No School

-----------------------------------------------

10/5

Unit 2 notes

Share out scenes from rewrite.

Review Show and Tell rubric. Watch Youtube clips for PVLEGS.

Unit 2 October!

Progress Reports go home..........

10/4

Finish rereading All Summer in a Day

Finish rewriting a scene from the perspective of Margot or William.

Unit 2 notes

HW:

• Literature response and reading logs due tomorrow.
• Use the first ten words from Unit 2 in original sentences. Better yet, combine the sentences to create a short story.
• Submit evidence of your show and tell object. Bring the object to class or a picture or a sketch.

10/3

Literature Response feedback. RACE=CER

All Summer in a Day: 1) which evidence for all-knowing 3rd person POV did you notice; 2) rewrite a scene from the perspective of Margot or William; 3) Why does this story so affect, so horrify Ms. Arthur?

PVLEGS/Show and Tell assignment

HW: start planning your "Show and Tell" presentation

10/2

Review answers to p. 33

Review "Show, not Tell" feelings practice sheet (pink).

Tinker: 1) What does your character want more than anything? What is her/his major goal? Minor goals? 2) What are some things that thwart your character's goals? 3) Who are your characters trusted allies? 4) Who are your character's adversaries? ; build a snapshot with "show not tell".

All Summer in a Day: keep tracking evidence of an all-knowing narrator. How would certain scenes be re-written if Margot told the story? If William told the story.

10/1

Unit 2 vocabulary notes, terms 1-10

Review comprehension questions for "All Summer in a Day".

With a partner, reread the short story and looks for phrases and excerpts that reveal and "all-knowing" narrator.

HW: Complete p. 33, "Choosing the Correct Term" in Unit 2 Vocabulary Workshop.

-----------------------

9/28

All Summer in a Day partner work, finish answering questions.

Tinkering: FEAST development (add 5-8 more ideas), share out, Show, Not Tell feeling words. How might the author show how Margot felt if he had added another scene after the children open the closet door?

HW: find a scene in your independent reading book, complete the "The character in my book felt _________...."

9/27

Poetry Share: What My Name Means

Literature Response, Lessons from your peers. Jacob, Jasmine, and Alessia share-out.

Re-read "All Summer in a Day" with a partner. Answer the "Check Your Comprehension" questions 1-6 and the "Interpret" questions 2, 4, and 6

HW: Reading Logs and Literature Responses

9/26

Discuss the author's purpose "Suzy and Leah" and Each Kindness. Nominate strong theses.

Workshop:

• finish the compare/contrast essay
• read "All Summer in a Day"
• read independently

9/25

Extended Response Essay: Compare and contrast the author's purpose in "Suzy and Leah" and Each Kindness. (Avoid comparing plot details and focus in specifically on Jane Yolen and Jacqueline Woodson's motivation for writing their stories.

Housekeeping: character traits (list 3), reading record, reading goals, expectations for classroom library, and new additions.

9/24

Bellwork: Enter the notes in the packet for the Unit 2 vocabulary terms.

Final pass for "Suzy and Leah". Venn diagram comparing "Suzy and Leah" and Each Kindness.

"Calibration" of literature response expectations. Peer reviews for 9/21 literature response.

---------------------------

F 9/21

Leah "FEAST" and setting notes. Reread with a partner.

Create your own character using the "FEAST" framework. "Tinker."

Th 9/20

FINGO. Thanks for being so focused while Mrs. Humer was out. Enjoy a treat from her, relax and listen to the music, and get to know one another's favorite things.

Suzy and Leah background info.

HW: Logs and responses.

W/ 9/19 (Mrs. Humer is absent.)

Read "Suzy and Leah" and answer the comprehension questions on page 519 (Check your Comp 1-5, Evaluate #5 and Extend #6...See image below.)

Complete "Synonyms and Antonyms" activity for Unit 2 in Vocabulary Workshop. (p. 32)

HW: Anything you do not turn in to Mrs. Hilver's by the end of class should be completed at home.

T 9/18

Read "Suzy and Leah" and track notes for setting and Leah's character.

Literature response rating calibration.

Vocab test

HW: none

M 9/17

Chromebook Workshop:

• Letter to Mrs. L
• poem, "What My Name Means"
• check Mrs. Humer's website...any issues?

Recap characterization notes: review "FEAST" and "character + setting".

"Leah and Suzy", anthology p. 512. Close read for details about Leah and details about setting.

HW: Unit 1 vocabulary test

---------------------------------------------------------------------------------------

F 9/14

Have a great weekend. Don't forget to read!

Th 9/13

• Reading Logs and Literature responses are due tomorrow.
• Complete p. 24 in Vocabulary Workshop. (The test for Unit 1 has been postponed until early next week.)

W 9/12

There is no official homework, but feel free to get an early start on your literature response that is due on Friday. Also, don't forget to study for the Unit 1 test.

T 9/11

HW-None

Unit 1 Vocabulary Test on Friday!!!

M 9/10

• Complete Vocabulary Workshop p. 26 (Choosing the Correct Term)
• Write a literature response for Rikki Tikki Tavi using the SRACE framework.

PLEASE BE SURE TO READ AT LEAST 30 MINUTES EVERY NIGHT..............................