Weeks appear Monday-through-Friday in reverse-chronological order (newest week on top). If you're having trouble navigating, try searching the page (Ctrl+f) for the desired date, workbook page number, or assignment name.
All work should be completed whether or not a student is present in class, unless otherwise noted. If no printer is available, all handouts can be complete on notebook paper labeled with the name of the assignment.
If necessary (lost workbook, forgot workbook at school, need another copy of a workbook assignment), a digital copy of the student workbooks can be downloaded here: Module 1, Module 2, Module 3.
Reading EOG test preparation is well underway. The lessons cannot be posted online due to copyright restrictions, but students may come ask to see lessons during Homeroom or STING time if they miss a day!
All missing/late assignments were due Wednesday, 5/22. No more Q4 work can be accepted.
Monday, 5/27 -- No School
Memorial Day Holiday
Homework:
Read for 20+ minutes (anything you'd like!).
Tuesday, 5/28
EOG Prep: Day 14: RI.6.8: Evaluating an Argument (No makeup work necessary)
Homework:
Get a good night's sleep tonight!
Bring a bottle of water, a quiet snack, a jacket, a highlighter, and a sharpened pencil with a good eraser tomorrow!
Wednesday, 5/29
Science NCFE Test
Homework:
Get a good night's sleep tonight!
Bring a bottle of water, a quiet snack, a jacket, a highlighter, and a sharpened pencil with a good eraser tomorrow!
Thursday, 5/30
Math EOG Test
Homework:
Get a good night's sleep tonight!
Bring a bottle of water, a quiet snack, a jacket, a highlighter, and a sharpened pencil with a good eraser tomorrow!
Friday, 5/31
Reading EOG Test
Homework:
Get a good night's sleep on Sunday night!
Bring a bottle of water, a quiet snack, a jacket, a highlighter, and a sharpened pencil with a good eraser on Monday!
Monday, 5/20
Daily Language Practice warm-up
Go over EOG practice test from Friday
EOG Prep: Day 9: RL.6.4: Determining Word Meanings: Figurative and Connotative (No makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Make sure 40 Book Challenge Reading Log is ready to be turned in on Wednesday, 5/22!
Have ALL late work for Q4 turned in by Wednesday, 5/22.
The last Scholastic order of the year is due this Friday, 5/24! Visit clubs.scholastic.com and use class code PDDTZ!
Tuesday, 5/21
Daily Language Practice warm-up
EOG Prep: Day 10: RL.6.4: Analyzing Word Choice (No makeup work necessary)
Homework:
Have ALL late work for Q4 turned in by Wednesday, 5/22.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Make sure 40 Book Challenge Reading Log is ready to be turned in on Wednesday, 5/22!
Wednesday, 5/22
Turn in 40 Book Challenge reading logs for Q4 review :)
Turn in ALL Q4 late/missing work!
Daily Language Practice warm-up
EOG Prep: Day 11: RL.6.5: Analyzing the Structure of a Poem (No makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!).
Thursday, 5/23
Daily Language Practice warm-up
Turn in Week 4 Daily Language Practice
EOG Prep: Day 12: RL.6.5: Analyzing the Structure of Stories (No makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!).
Friday, 5/24
Daily Language Practice warm-up
EOG Prep: Day 13: RI.6.6: Determining Point of View (No makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!).
Monday, 5/13
Daily Language Practice warm-up
EOG Prep: Day 6: RI.6.5: Analyzing Text Structures (No makeup work necessary)
Homework:
Turn in signed Q4 interims by Friday, 5/17.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 5/14
Library Circulation -- last class-wide visit of the year!
Homework:
Turn in signed Q4 interims by Friday, 5/17.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 5/15
Daily Language Practice warm-up
EOG Prep: Day 7: RL.6.3: Describing Plot (No makeup work necessary)
Homework:
Turn in signed Q4 interims by Friday, 5/17.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Make sure 40 Book Challenge Reading Log is ready to be turned in on Wednesday, 5/22!
Have ALL late work for Q4 turned in by Wednesday, 5/22.
Thursday, 5/16
Daily Language Practice warm-up*
*Skip Friday and turn in Week 3 Daily Language Practice
EOG Prep: Day 8: RL.6.2: Summarizing Literary Texts (No makeup work necessary)
Homework:
Turn in signed Q4 interims by Friday, 5/17.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Make sure 40 Book Challenge Reading Log is ready to be turned in on Wednesday, 5/22!
Have ALL late work for Q4 turned in by Wednesday, 5/22.
Friday, 5/17
Due today: Signed Q4 interims
EOG Prep: Practice Test (Absent students should see Mrs. Parker during Homeroom or STING on the day they return to school to make up this practice test)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Make sure 40 Book Challenge Reading Log is ready to be turned in on Wednesday, 5/22!
Have ALL late work for Q4 turned in by Wednesday, 5/22.
Monday, 5/6
Daily Language Practice warm-up
EOG Prep: Day 1: RI.6.1: Citing Evidence to Make Inferences (No makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 5/7
Daily Language Practice warm-up
EOG Prep: Day 2: RI.6.3: Analyzing Key Ideas in a Text (No makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 5/8
Daily Language Practice warm-up
EOG Prep: Day 3: RL.6.3: Analyzing Character Development (No makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Thursday, 5/9
Daily Language Practice warm-up
Turn in Week 2 Daily Language Practice
EOG Prep: Day 4: RL.6.2: Determining Theme (No makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 5/10
Daily Language Practice warm-up
EOG Prep: Day 5: RI.6.4: Determining Word Meanings (No makeup work necessary)
Receive Q4 interim reports, due signed by next Friday, 5/17.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 4/29
1st Period: Scott Reintgen Author Visit!
2nd, 5th, and 6th Period: Mid-quarter reflection/advice for future sixth graders (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 4/30
Library Circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 5/1 - Teacher Workday
No school
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Thursday, 5/2
Take Q3 EOG Practice Test (absent students should see Mrs. Parker during homeroom on the day they return to school to make up this assessment)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 5/3 -- 1st Period only: Dunkin Donut celebration for bringing in the most Box Tops!
Go over yesterday's Q3 EOG Practice Test (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 4/22 - Teacher Workday
No school
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
If possible, bring a device with a physical keyboard (laptop or large tablet) to class this week.
Remember to turn in Scott Reintgen order forms tomorrow, 4/23!
Tuesday, 4/23 -- Scott Reintgen order forms due today! -- Bring a device with a keyboard, if available.
Review group norms and expectations.
ICG Workday #4
Complete the World Cited list on page 11 of your ICG Research Packet.
Write/Type all of the sources used for quotes onto the Works Cited panel of your group's ICG brochure.
Use the used entries word-for-word, exactly the same as they appear on the right-hand column on page 11 of your packet. The Works Cited panel does not need any images.
Make sure all group members have finished typing up OR neatly handwriting their Quote Sandwiches for use in your digital OR paper ICG brochure (in paragraph form, with correct spelling, capitalization, and punctuation).
Finish formatting your ICG brochure and adding images, including to the cover panel.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Make sure ICG packets/group folders are ready to be turned in tomorrow! ICG brochures should be completely finished by the time you leave class tomorrow.
If possible, continue to bring a device with a physical keyboard (laptop or large tablet) to class with you.
Wednesday, 4/24 -- Bring a device with a keyboard, if available.
Review group norms and expectations.
ICG Workday #5
Check over ALL parts of your ICG Research Packet for completion and accuracy.
Proofread ALL parts of your digital OR paper ICG brochure: check specifically for source names, correct spelling, capitalization, and punctuation.
Add any final touches to your ICG brochure.
By the time you leave class, have your brochure ready for Mrs. Parker to print out.
Turn in your ICG research folders with finished packets inside.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
If possible, bring a device (large or small!) tomorrow!
Thursday, 4/25 - BYOD!
Ocean Enrichment Day (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 4/26 -- Krispy Kreme donut celebration for contributing most to the food drive!
Vote on best ICG brochure per class (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Spring Break! Relax and find some time to read :)
Monday, 4/8
Turn in Chapter 11 Article from Friday.
Go over WwF Chapter 11 questions.
Turn in completed WwF Questions Ch. 6-11.
Introduce Informative Consumer Guide (ICG) project, which will be in-class group work over the next two weeks: The big idea is that groups will create a well-researched brochure that consumers could use to understand the issue of fish depletion, and what they can do to prevent it.
Receive and go over ICG Research Packet (absent students can get theirs during Homeroom on the morning they return to school).
Decide on group roles and norms for the project.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
If possible, bring a device with a physical keyboard (laptop or large tablet) to class starting on Thursday.
Tuesday, 4/9
Library Circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
If possible, bring a device with a physical keyboard (laptop or large tablet) to class starting on Thursday.
Wednesday, 4/10
Receive graded Chapter 11 Article from Monday and go over questions.
Review group norms and expectations.
ICG Workday #1
Read the sources for your researcher role(s) listed in your ICG Research Packet and star/highlight/tab information that you may want to use in your group's brochure.
Choose the two strongest pieces of evidence from your research and use them to begin completing the Quote Sandwiches for your researcher role(s).
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
If possible, bring a device with a physical keyboard (laptop or large tablet) to class starting on Thursday.
Thursday, 4/11 -- Bring a device with a keyboard, if available.
Review group norms and expectations.
ICG Workday #2
Use the stared/highlighted/tabbed information from yesterday to finish completing the Quote Sandwiches for your researcher role(s) in your ICG Research Packet.
Begin typing up OR neatly handwriting your Quote Sandwiches for use in your digital OR paper ICG brochure -- coordinate with your group to decide which medium you'll be using.
Type the Quote Sandwiches in paragraph form, making sure to use correct spelling, capitalization, and punctuation.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
If possible, continue to bring a device with a physical keyboard (laptop or large tablet) to class with you.
Scott Reintgen order forms due Tuesday, 4/23!
Friday, 4/12 -- Bring a device with a keyboard, if available.
Review group norms and expectations.
ICG Workday #3
Make sure all research portions of your group's ICG Research Packet are thoughtfully completed.
Finish typing up OR neatly handwriting your Quote Sandwiches for use in your digital OR paper ICG brochure (in paragraph form, with correct spelling, capitalization, and punctuation).
Begin working on the formatting and layout for your ICG brochure, including adding images, to the four research panels as well as the cover panel (leave the Works Cited alone for now).
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
If possible, continue to bring a device with a physical keyboard (laptop or large tablet) to class with you after we come back from break.
Scott Reintgen order forms due Tuesday, 4/23!
Monday, 4/1
Turn in Chapter 6 Article from Friday.
Go over WwF Chapter 6 questions (do not turn in yet).
World without Fish: Chapter 7
Read Chapter 7 (pages 87-106) of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Complete WwF Chapter 7 Questions.
Work on Chapter 7 Article.
Homework:
Finish Chapter 7 Article, if necessary (due tomorrow).
Tuesday, 4/2
Turn in Chapter 7 Article from yesterday.
Receive graded Chapter 6 Article and go over questions.
Go over WwF Chapter 7 questions (do not turn in yet).
World without Fish: Chapter 8
Read Chapter 8 (pages 107-116) of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Complete WwF Chapter 8 Questions.
Work on Chapter 8 Article.
Homework:
Finish Chapter 8 Article, if necessary (due tomorrow).
Wednesday, 4/3
Turn in Chapter 8 Article from yesterday.
Receive graded Chapter 7 Article and go over questions.
Go over WwF Chapter 8 questions (do not turn in yet).
World without Fish: Chapter 9
Read Chapter 9 (pages 107-116) of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Complete WwF Chapter 9 Questions.
Work on Chapter 9 Article.
Homework:
Finish Chapter 9 Article, if necessary (due tomorrow).
Thursday, 4/4
Turn in Chapter 9 Article from yesterday.
Receive graded Chapter 8 Article and go over questions.
Go over WwF Chapter 9 questions (do not turn in yet).
World without Fish: Chapter 10
Read Chapter 10 (pages 135-142) of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Complete WwF Chapter 10 Questions.
Work on Chapter 10 Article.
Homework:
Finish Chapter 10 Article, if necessary (due tomorrow).
Friday, 4/5
Turn in Chapter 10 Article from yesterday.
Receive graded Chapter 9 Article and go over questions.
Go over WwF Chapter 10 questions (do not turn in yet).
World without Fish: Chapter 11
Read Chapter 11 (pages 143-171) of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Complete WwF Chapter 11 Questions.
Work on Chapter 11 Article.
Homework:
Finish Chapter 11 Article, if necessary (due Monday).
Make sure WwF Questions Ch. 6-11 is finished and ready to turn in on Monday.
Monday, 3/25
EL Module 3: Unit 1: Lesson 10
Complete today's M3: U1 Learning Targets
Tear out and turn in workbook pages 2-21, which comprise all of the workbook questions we have done so far. (The actual graded pages are 3, 5-6, 7-9, 10-11, 12-13, 15-16, and 19-20.) PLEASE keep the pages in strict numerical order!
Review answers for WwF Author's Perspective 1 (assigned 3/21, due today). Keep this page in your folder until Wednesday.
Complete WwF Author's Perspective 2 and keep this page in your folder until Wednesday as well.
Read pages 70-75 of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Homework:
Read page 76 of World without Fish and complete WwF Reading Calendar row J.
*Have WwF Reading Calendar ready to turn in on Wednesday, 3/27.
Finish WwF Author's Perspective 2 by Wednesday, if necessary.
*Have Authors Perspective 1 and 2 ready to turn in together on Wednesday.
Make sure M3: U1 Learning Targets are ready to turn in on Wednesday, 3/27, after we complete that day's warm-up row.
Tuesday, 3/26
Library Circulation
Receive Q3-reviewed 40 Book Challenge logs and Q3 prizes!
Homework:
Place Scholastic book orders online at clubs.scholastic.com using class code PDDTZ by the end of the day on 3/30!
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 3/27
EL Module 3: Unit 1: Lesson 11
Complete today's M3: U1 Learning Targets
Turn in completed M3: U1 Learning Targets and WwF Reading Calendar
Take End-of-Unit 1 "Check-In" mini-assessment, which will count as a classwork/minor grade (absent students should see Mrs. Parker during homeroom on the morning they return to school to make up this mini-assessment).
Turn in WwF Author's Perspective 1 and WwF Author's Perspective 2.
Receive and review graded Mid-Unit "Check-Ins" from last Wednesday.
Homework:
Place Scholastic book orders online at clubs.scholastic.com using class code PDDTZ by the end of the day on 3/30!
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Thursday, 3/28
New seats for fourth quarter!
World without Fish: Chapter 6
Receive WwF Questions Ch. 6-11, which will be classwork over the following days.
Read Chapter 6 (pages 77-86) of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Complete WwF Chapter 6 Questions.
Work on the paired Chapter 6 Article.
Homework:
Finish Chapter 6 Article, if necessary (due Monday).
Place Scholastic book orders online at clubs.scholastic.com using class code PDDTZ by the end of the day on 3/30!
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 3/29 - No School
Teacher Workday
Homework:
Place Scholastic book orders online at clubs.scholastic.com using class code PDDTZ by the end of the day on 3/30!
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 3/18
EL Module 3: Unit 1: Lesson 4
Complete today's M3: U1 Learning Targets
Read pages 1-19 of World without Fish. From now on, you will be continuing in the habit of pausing every few paragraphs to ask yourself/your neighbors what each section is about, but no longer writing the gist statements on sticky notes.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete the Text-Dependent Questions on workbook pages 10-11.
Homework:
Finish workbook pages 10-11, if necessary.
Read World without Fish page 20 and complete WwF Reading Calendar row D.
Turn in all Q3 late/missing work no later than Thursday, 3/21! Work turned in after Thursday will not be accepted.
Make sure 40 Book Challenge reading log is ready to be turned in 3/20 or 3/21.
Tuesday, 3/19
EL Module 3: Unit 1: Lesson 5
Complete today's M3: U1 Learning Targets
Read pages 21-37 of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete the Text-Dependent Questions on workbook pages 12-13.
Homework:
Finish workbook pages 12-13, if necessary.
Read page 38 of World without Fish and complete WwF Reading Calendar row E.
Turn in all Q3 late/missing work no later than Thursday, 3/21! Work turned in after Thursday will not be accepted.
Make sure 40 Book Challenge reading log is ready to be turned in 3/20 or 3/21.
Wednesday, 3/20
EL Module 3: Unit 1: Lesson 6
Complete today's M3: U1 Learning Targets
Read pages 39-49 of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Take Mid-Unit 1 "Check-In" mini-assessment, which will count as a classwork/minor grade (absent students should see Mrs. Parker during homeroom on the morning they return to school to make up this mini-assessment).
Check over all of the workbook questions* we have done so far, adding to and revising answers as necessary: pages 3, 5-6, 7-9, 10-11, and 12-13.
*Once we have finished all of the chapter questions, the pages will be torn out and turned in as a major grade for fourth quarter.
Homework:
Read page 50 of World without Fish and complete WwF Reading Calendar row F.
Turn in all Q3 late/missing work no later than Thursday, 3/21 (TOMORROW)! Work turned in after Thursday will not be accepted.
Make sure 40 Book Challenge reading log is ready to be turned in by 3/21, if not already turned in today.
Thursday, 3/21 - Last day to turn in late/missing work for Q3!
Turn in 40 Book Challenge reading log for your last minor grade on Q3!
EL Module 3: Unit 1: Lesson 7 & Lesson 8
Complete today's M3: U1 Learning Targets
Read pages 51-61 of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete WwF Reading Calendar row G.
Complete the Text-Dependent Questions on workbook pages 15-16.
Begin working on WwF Author's Perspective 1.
Homework:
Finish workbook pages 15-16 and Reading Calendar row G, if necessary.
Read page 62 of World without Fish and complete WwF Reading Calendar row H.
By Monday, finish WwF Author's Perspective 1, if necessary.
Friday, 3/22
EL Module 3: Unit 1: Lesson 9
Complete today's M3: U1 Learning Targets
Read pages 63-69 of World without Fish, pausing every few paragraphs to ask yourself what each section is about.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete the Text-Dependent Questions on workbook pages 19-20.
Complete WwF Reading Calendar row I.
Finish WwF Author's Perspective 1 (assigned Thursday, due Monday).
Homework:
Finish workbook pages 19-20* and WwF Reading Calendar row I, if necessary.
*Have workbook pages 3, 5-6, 7-9, 10-11, 12-13, 15-16, and 19-20 ready to tear out and turn in on Monday, 3/25 for a major grade.
Remember to finish WwF Author's Perspective 1 (assigned Thursday) by Monday, if necessary.
Monday, 3/11
Book Fair! (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 3/12
EL Module 3: Unit 1: Lesson 1 *(Absent students should see Mrs. Parker during Homeroom on the morning they return to school to get their new materials)*
Receive new M3: U1 Learning Targets
Complete today's M3: U1 Learning Targets
Watch "This Is a Sustainable Fish" to build background for our new module, which will deal heavily with the fishing industry and its ecological impacts.
Paste "This Is a Sustainable Fish" Video Transcript onto workbook page 4.
Receive our new class text, A World Without Fish.
Read page x of A World Without Fish. Write this gist statement on a sticky note and stick it to page x: "Earth could be destroyed by people who mean well, but are misinformed."
Continue reading page xi and xii (through the line "...than any other generation in history."), writing gist statements for both pages and sticking them onto the appropriate pages.
Complete the Text-Dependent Questions on workbook page 3.
Receive a WwF Reading Calendar, which will be regular homework over the coming weeks.
Homework:
Reread pages x-xii of World without Fish and complete WwF Reading Calendar row A.
Wednesday, 3/13
EL Module 3: Unit 1: Lesson 2
Complete today's M3: U1 Learning Targets
Read pages xii-xvii of A World Without Fish.
Write a gist statement for each page on sticky notes and stick them to the appropriate pages.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete the Text-Dependent Questions on workbook pages 5-6.
Homework:
Reread pages xii-xvii of World without Fish and complete WwF Reading Calendar row B by Friday.
Finish workbook pages 5-6, if necessary, by Friday.
Wear circle prints/polka dots tomorrow for Pi Day!
Thursday, 3/14 - Pi Day!
1st Period: Cultural Arts Performance (no makeup work necessary)
2nd, 5th, and 6th Period: Pi Day Enrichment Activities (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 3/15
EL Module 3: Unit 1: Lesson 3
Complete today's M3: U1 Learning Targets
Read pages xviii-xxiii of A World Without Fish.
Write a gist statement for each page on sticky notes and stick them to the appropriate pages.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete the Text-Dependent Questions on workbook pages 7-9.
Homework:
Read page xxiv of World without Fish and complete WwF Reading Calendar row C.
Monday, 3/18
EL Module 3: Unit 1: Lesson 4
Complete today's M3: U1 Learning Targets
Read pages 1-8 of A World Without Fish. From now on, you will be continuing in the habit of pausing every few paragraphs to ask yourself/your neighbors what each section is about, but no longer writing the gist statements on sticky notes.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete the Text-Dependent Questions on workbook pages 10-11.
Read A World without Fish pages 9-19, pausing every few paragraphs to ask yourself what each section is about.
Homework:
Finish reading pages 9-19 of World without Fish.
Read World without Fish page 20 and complete WwF Reading Calendar row D.
Turn in all Q3 late/missing work no later than Thursday, 3/21! Work turned in after Thursday will not be accepted.
Tuesday, 3/19
EL Module 3: Unit 1: Lesson 5
Complete today's M3: U1 Learning Targets
Read pages 21-37 of A World Without Fish, pausing every few paragraphs to ask yourself what each section is about.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete the Text-Dependent Questions on workbook pages 12-13.
Homework:
Read page 38 of World without Fish and complete WwF Reading Calendar row E.
Turn in all Q3 late/missing work no later than Thursday, 3/21! Work turned in after Thursday will not be accepted.
Wednesday, 3/20
EL Module 3: Unit 1: Lesson 6
Complete today's M3: U1 Learning Targets
Take Mid-Unit 1 "Mini-Assessment" (absent students should see Mrs. Parker during homeroom on the morning they return to school to make up this assessment)
Read pages 39-49 of A World Without Fish, pausing every few paragraphs to ask yourself what each section is about.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Homework:
Read page 50 of World without Fish and complete WwF Reading Calendar row F.
Turn in all Q3 late/missing work no later than Thursday, 3/21 (TOMORROW)! Work turned in after Thursday will not be accepted.
Thursday, 3/21 - Last day to turn in late/missing work for Q3!
EL Module 3: Unit 1: Lesson 7
Complete today's M3: U1 Learning Targets
Read pages 51-61 of A World Without Fish, pausing every few paragraphs to ask yourself what each section is about.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete the Text-Dependent Questions on workbook pages 15-16.
Homework:
Reread pages 52-61 of World without Fish and complete WwF Reading Calendar row G.
Friday, 3/22
EL Module 3: Unit 1: Lesson 8
Complete today's M3: U1 Learning Targets
Skim back over pages 52-61 of A World Without Fish, pausing every few paragraphs to ask yourself what each section is about.
Look over these words from the reading, noticing how the prefixes, roots, and suffixes combine to create the meanings of the words.
Complete this WwF POV Handout 1.
Homework:
Read page 62 of World without Fish and complete WwF Reading Calendar row H.
Monday, 3/4
EL Module 3: Unit 2: Lesson 9
Complete today's M3: U2 Learning Targets
Decide where on a plot diagram you think we are at this point of the Flush novel.
From all of Carl Hiaasen's perspectives that you wrote about on workbook pages 36, 39, and 42, choose TWO specific perspectives that you see reflected both in the interviews and in the Flush novel.
Write the two perspectives in the Claim column on workbook page 45. Then look for scenes in Flush that illustrate each perspective/Claim and record one or more excerpt(s) that illustrate each in the Evidence column on workbook page 45.
Between the two you chose, select the stronger claim-evidence pairing to use on Hiaasen's Perspective Graphic Organizer, which will guide you through supporting your claim using the excerpt from the novel and explaining why that evidence is relevant.
Homework:
Read Flush chapters 15 and 16 (audio for chapter 15, audio for chapter 16) and complete Row I of your Flush Reading Calendar. You will have a reading quiz on Wednesday.
Tuesday, 3/5
Library circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 3/6
EL Module 3: Unit 2: Lesson 10
Complete today's M3: U2 Learning Targets
Decide where on a plot diagram you think we are at this point of the Flush novel.
On Monday, you chose an excerpt from Flush to use on Hiaasen's Perspective Graphic Organizer. Today, you will use that excerpt to begin creating an illustration that visually shows how his perspective in the way that he writes.
On a white sheet of printer paper, begin to create a detailed, full-page, full-color illustration of a "snapshot" -- a specific moment in the scene from your excerpt. (Note: this is not a comic strip/multi-frame illustration -- just one detailed image). Label specific people and objects, and make inferences to fill in the details that are not specifically mentioned in the book.
Homework:
Finish reading Flush chapter 17-18 *CHANGE from Reading Calendar schedule* (audio for chapter 17, audio for chapter 18) and complete Row J of your Flush Reading Calendar. You will have a reading quiz tomorrow.
Thursday, 3/7
EL Module 3: Unit 2: Lesson 11
Complete today's M3: U2 Learning Targets
Decide where on a plot diagram you think we are at this point of the Flush novel.
Finish creating your detailed, full-page, full-color illustration of the "snapshot" from the novel that you began yesterday. Remember to label specific people and objects, and make inferences to fill in the details that are not specifically mentioned in the book.
Homework:
Read Flush chapters 19-21 *CHANGE from Reading Calendar schedule* (audio for chapter 19, audio for chapter 20, audio for chapter 21) and complete Row K of your Flush Reading Calendar. You will have a reading TEST over the whole novel tomorrow! Study guide linked here.
Have your Flush Reading Calendar ready to turn in tomorrow.
Have your M3: U2 Learning Targets ready to turn in tomorrow.
Have your Hiaasen's Perspective Graphic Organizer and scene illustration ready to turn in tomorrow, if finished, or Monday, 3/11 if you need extra time.
Friday, 3/8
EL Module 3: Unit 2: Lesson 12
Complete today's M3: U2 Learning Targets
Turn in M3: U2 Learning Targets. (Absent students should do so upon their return to class.)
Turn in Flush Reading Calendar. (Absent students should do so upon their return to class.)
Decide where on a plot diagram you think we are at the end of the Flush novel.
Turn in Flush novel. (Absent students should do so upon their return to class, and lost books must be replaced by the student to whom they were assigned.)
Take Flush novel test. (Absent students should see Mrs. Parker during Homeroom on the morning they return to school to make up this test).
Write a Readers Review of Flush on workbook page 49.
Tear out and turn in workbook page 49. Students needing more time may finish their Review over the weekend and turn them in Monday at full credit.
Homework:
Finish your Readers Review of Flush on workbook page 49, if necessary.
Have your Hiaasen's Perspective Graphic Organizer and scene illustration ready to turn in on Monday, 3/11 if you needed extra time.
Bring Book Fair money on Monday, 3/11! (After we buy/browse as a class, you may return any time next week to make purchases.)
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 2/25
EL Module 3: Unit 2: Lesson 4
Complete today's M3: U2 Learning Targets
Use your novel to complete the plot development graphic organizer on workbook page 33.
Carl Hiaasen uses some regional vocabulary in his writing that can sometimes give pause to readers who are not from that region. Look back at these words from Flush page 27-29:
The Everglades is a large area of wetland in Florida.
Mangroves are trees that grow in wetland areas.
Squalls are sudden, prolonged windstorms that often include rain.
Remember that word choice can help authors communicate certain tones in their writing, because words can have strong connotations (positive or negative feelings associated with them). Reread these sentences from Flush and consider the questions that follow:
“Thom, Rado, and I hunkered in the mangroves and held our skateboards above our heads, to keep the raindrops out of our eyes.” (28)
What connotation does the word hunkered suggest? What words could the author have used instead with a different connotation?
“Only a certified moron would dive in when the beach was posted.” (28)
What connotation does the word moron suggest? What words could the author have used instead with a different connotation?
Complete the first two rows of the graphic organizer on workbook page 32. Also label the quotes in the middle column as Thoughts, Words, or Actions. (Look back at page 26 if you need a sample of this activity.)
Homework:
Read Flush chapters 6 and 7 (audio for chapter 6, audio for chapter 7) and complete Row D of your Flush Reading Calendar. You will not have a reading quiz tomorrow due to the assessment.
For tomorrow's mid-unit assessment, review the following:
Point of View graphic organizers on workbook pages 26, 29, and 32.
Half-page figurative language/tone/connotation activities glued onto workbook pages 25, 30, and 31.
Plot Development graphic organizer on workbook page 33.
Place Scholastic book orders online at clubs.scholastic.com using class code PDDTZ by the night of Wednesday, 2/27! Thanks!
Tuesday, 2/26
EL Module 3: Unit 2: Lesson 5
Complete today's M3: U2 Learning Targets
Take Module 3: Unit 2: Mid-Unit Assessment (Absent students should see Mrs. Parker during Homeroom on the day they return to school to make up this assessment)
Homework:
Read Flush chapter 8 (audio for chapter 8) and complete Row E of your Flush Reading Calendar. You will have a reading quiz tomorrow.
Place Scholastic book orders online at clubs.scholastic.com using class code PDDTZ by the night of Wednesday, 2/27! Thanks!
Wednesday, 2/27
EL Module 3: Unit 2: Lesson 6
Complete today's M3: U2 Learning Targets
Read the excerpt of "Five Creative Tips from Carl Hiaasen, Florida's Cleverest Chronicler"* on workbook page 35. As you read, look for details about his geographic location that have influenced Hiaasen’s life and shaped his beliefs, values, and ideas.
*Satire is using humor to poke fun at a subject by pointing out flaws or bad qualities, like when Hiaasen writes about how much the fictional Key West residents love gambling and overeating on the Coral Queen. Satire helps authors comment on negative situations in a light-hearted way.
See this comic as an example of satire meant that communicates concerns about how technology can isolate us from other people, but presents the topic in a humorous way.
Other examples of satire are books like The Stinky Cheese Man and shows like The Simpsons.
Use "Five Creative Tips..." to complete the Carl Hiaasen's Perspective graphic organizer on workbook page 36.
In the "Perspective" column, begin your response with the words "As a result of being born there, Carl Hiaasen feels that Florida is..."
Homework:
Finish reading Flush chapter 9 and 10 (audio for chapter 9, audio for chapter 10) and complete Row F of your Flush Reading Calendar. You will have a reading quiz tomorrow.
Place Scholastic book orders online at clubs.scholastic.com using class code PDDTZ before you go to bed tonight! Thanks!
Thursday, 2/28
EL Module 3: Unit 2: Lesson 7
Complete today's M3: U2 Learning Targets
Read the excerpt of "Florida 'A Paradise of Scandals' Excerpt 1" on workbook page 38. As you read, look for details about his geographic location that have influenced Hiaasen’s life and shaped his beliefs, values, and ideas.
Use "Florida 'A Paradise...' Excerpt 1" to complete the Carl Hiaasen's Perspective graphic organizer on workbook page 39.
In the "Perspective" column, begin your response with the words "As a result of being born there, Carl Hiaasen feels that Florida is..."
Homework:
Read Flush chapters 11 and 12 and complete Row G of your Flush Reading Calendar. You will have a reading quiz tomorrow.
Friday, 3/1
EL Module 3: Unit 2: Lesson 8
Complete today's M3: U2 Learning Targets
Decide where on a plot diagram you think we are currently at this point in the Flush novel.
Read the excerpt of "Florida 'A Paradise of Scandals' Excerpt 2" on workbook page 41. As you read, look for details about his geographic location that have influenced Hiaasen’s life and shaped his beliefs, values, and ideas.
Use "Florida 'A Paradise...' Excerpt 2" to complete the Carl Hiaasen's Perspective graphic organizer on workbook page 42.
In the "Perspective" column, begin your response with the words "As a result of being born there, Carl Hiaasen feels that Florida is..."
Homework:
Read Flush chapters 13 and 14 (audio for chapter 13, audio for chapter 14) and complete Row H of your Flush Reading Calendar. You will have a reading quiz on Monday.
Monday, 2/18 - No School
Holiday
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 2/19
Library Circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 2/20
EL Module 3: Unit 2: Lesson 1 **Absent students should complete today's lesson after they have received the materials -- see Mrs. Parker during homeroom the morning you return to school**
Receive new Module 3 Workbook, Flush novel, and M3: U2 Learning Targets
Complete today's M3: U2 Learning Targets
Preview Flush, our new novel. Consider the answers to these questions:
What do you think the book is going to be mainly about?
Who will be telling the story?
What was the ship the Coral Queen "dumping illegally" into the waterway?
Is dumping something into the waterway an ethical (right) or unethical (wrong) choice, and why?
How characters feel about other people and circumstances is called perspective. Ways that authors show perspective can be through the character's thoughts, words, and actions.
As you begin to read Flush, notice how Carl Hiaasen, the author, shows us characters' perspectives through the things they think, say, and do.
Read Flush pages 1-7 (through the line "...then we'll go for a ride.") and then consider the answers to these questions:
What is Noah's perspective of his did?
What is Noah's perspective of his mom?
What is Noah's perspective of his sister, Abbey?
What is Mrs. Underwood's (Noah's mom's) perspective of her husband?
Receive Flush Reading Calendar, which will be a recording sheet for your nightly reading homework throughout the novel.
Homework:
Finish reading Flush chapter 1 (audio for chapter 1) and complete Row A of your Flush Reading Calendar. You will have a reading quiz tomorrow.
Thursday, 2/21
EL Module 3: Unit 2: Lesson 2
Complete today's M3: U2 Learning Targets
Writers include certain information in each chapter for specific purposes: either to introduce characters/conflicts, add information about characters/conflicts, or to resolve conflicts. This process is called plot development. Consider how chapter 1 contributed to the plot development of the book: What was the main conflict introduced in chapter 1 that the rest of the novel will focus on? Which characters were introduced in chapter 1, and in what ways do they seem important?
Carl Hiaasen uses a lot of figurative language in his writing. Look back at these instances from page 7 and consider the questions that follow:
[The Coral Queen] was like a big ugly apartment building had fallen out of the sky and landed in the basin.
What kind of figurative language is Carl Hiaasen using here? What does the sentence mean literally? How does the use of this figurative language help show Noah's point of view of the Coral Queen?
"[Mr. Underwood has] lost his marbles."
What kind of figurative language is Carl Hiaasen using here? What does the sentence mean literally? How does the use of this figurative language help show Abbey's point of view of her dad's choices?
Besides figurative language, word choice can help author's communicate certain tones in their writing. Reread this sentence from page 7 of Flush:
"I locked my bike to a buttonwood tree and walked down to the charter docks, Abbey trailing behind."
The use of the word "trailing" implies that Abbey was reluctant to keep up. If Hiaasen had used a different word, such as "following," the sentence would have felt different -- more like Abbey was right behind Noah, eager to see what came next. That difference in tone exists because the words have different connotations, or feelings associated with them.
Complete the graphic organizer on workbook page 26:
In the first column, write specific opinions that Noah has towards Dusty Muleman and/or the Coral Queen.
In the middle column, write 1-2 direct quotes from the book (look for thoughts, words, and actions) to support each of the claims that Noah feels the ways that he does. Circle any figurative language.
In the last column, write 1-2 tone words that describe the feelings created by the quote(s) you chose.
Homework:
Read Flush chapters 2 and 3 (audio for chapter 2, audio for chapter 3) and complete Row B of your Flush Reading Calendar. You will have a reading quiz tomorrow.
Friday, 2/22
EL Module 3: Unit 2: Lesson 3
Complete today's M3: U2 Learning Targets
Consider how chapters 2 and 3 contributed to the plot development of the book: What information was added about the main conflict in the story? Which new conflict(s) were introduced? Which new characters were introduced, and what additional information have we learned about the existing characters?
Look back at the word you did yesterday on workbook page 26. In the middle column, label each quote as an internal Though (T), spoken Word (W), or physical Action (A). We will be adding that step to the directions for similar activities from now on.
Reread pages 17-19 of Flush and consider the following questions:
How does the word dragged impact the tone of the sentence, “[Lice] dragged himself to the kitchenette and knocked around until he came up with a lighter”?
How does the phrase not accustomed to impact the tone of the sentence, “Dad had warned me that Lice Peeking wasn’t accustomed to doing something simply because it was decent and right”?
How does the word propped impact our image of Lice in the sentence, "Lice Peeking propped himself against the wall of the trailer"? How would the sentence be different if Hiaasen had used the word leaned instead?
In the sentence, "He looked like a sick iguana," what kind of figurative language is Carl Hiaasen using? What does the sentence mean literally? How does the use of this figurative language help show Noah's perspective of Lice? Is Noah's point of view here shown through his thoughts, words, or actions?
Using the answer from your Reading Calendar as a starting point, complete workbook page 29. Also label the quotes in the middle column as Thoughts, Words, or Actions. (Look back at page 26 if you need a sample of this activity.)
Homework:
Read Flush chapters 4 and 5 (audio for chapter 4, audio for chapter 5) and complete Row C of your Flush Reading Calendar. You will have a reading quiz on Monday.
Monday, 2/11 *If desired, bring a personal laptop or tablet with keyboard to type your poem*
EL Module 2: Unit 3: Lesson 8
Complete today's M2: U3 Learning Targets
Write the final draft of your written poem (in standard format, not concrete format) on Concrete Poem Planning Packet page 6 OR type the final draft in standard format on the computer in size 12 Calibri, Arial, or Times New Roman font**. Include the title, author, and word count at the top of the page.
**If typed, the final draft of the written poem will need to be printed. If you need Mrs. Parker to print the final draft for you, email/share to aparker3@wcpss.net by the end of STING time on Tuesday; otherwise you must print the draft yourself.
Homework:
Finish the final draft of your written poem in standard format (neatly handwritten on page 6 of your Concrete Poem Planning Packet OR typed** in size 12 Calibri, Arial, or Times New Roman font), if necessary. Include the title, author, and word count at the top of the page.
**If typed, the final draft of the written poem will need to be printed. If you need Mrs. Parker to print the final draft for you, email/share to aparker3@wcpss.net by the end of STING time on Tuesday; otherwise you must print the draft yourself.
Have M2: U3 Learning Targets ready to turn in on Wednesday.
Tuesday, 2/12 *Bring coloring supplies, if desired*
EL Module 2: Unit 3: Lesson 9
Complete today's M2: U3 Learning Targets
Write the final draft of your poem in concrete format on plain white printer paper (tape multiple sheets together if you need larger paper). Include your title and author somewhere on the front of your paper.
Homework:
Make sure the Concrete Poem Planning Packet, the final draft of your written poem (on Planning Packet page 6 OR typed**), AND the final draft of your concrete poem are finished tonight and ready to present tomorrow as part of our class-wide gallery walk.
**If typed, the final draft will need to be printed. If you did not email Mrs. Parker to print the final draft for you by the end of STING time today, you must print the draft yourself at home or during Homeroom.
Have M2: U3 Learning Targets ready to turn in tomorrow.
Wednesday, 2/13
EL Module 2: Unit 3: Lesson 10
Complete today's M2: U3 Learning Targets
Turn in M2: U3 Learning Targets (absent students should do so upon their return to class).
Participate in a class-wide gallery walk to display your poem, and view and respond to others' poems (absent students should turn in their completed poems upon their return to class, and should plan to attend a makeup gallery walk next Wednesday during STING time).
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Thursday, 2/14
EL Module 3: Unit 2: Building Background (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 2/15 - Early Release Day
EL Module 3: Unit 2: Building Background (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 2/4
EL Module 2: Unit 3: Lesson 4
Complete today's M2: U3 Learning Targets
Take EL Module 2: Unit 3: Mid-Unit Assessment (Absent students should see Mrs. Parker during Homeroom on the morning they return to make up this assessment) **6th period students will be taking the assessment today and tomorrow during STING time due to the pep rally this afternoon.
Homework:
Read for 20+ minutes (anything you'd like!) and complete Reading Tracker row 4 (third row on the page) on workbook page 120.
Tuesday, 2/5
Library circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log. Make syre Reading Tracker row 4 (assigned yesterday) is ready for tomorrow.
Wednesday, 2/6
EL Module 2: Unit 3: Lesson 5
Complete today's M2: U3 Learning Targets
Return to your T-chart of Medieval and Modern adversities on workbook page 117. Add any new adversities that you've thought of.
Read over the directions and criteria for the concrete poem we will be writing on page 1 of this Concrete Poem Planning Packet. (Absent students should still read over the criteria, but may wait until they return to receive their packet. Write the following activities on the sheet of notebook paper.)
Brainstorm personal adversities you may want to use as the topic of your poem. Use the ideas you've already recorded on workbook page 117 as a starting point.
Choose your top 5 ideas and record them at the bottom of page 1 of your planning packet.
Of those 5 ideas, choose the 2 that include the most compelling stories. Tell those stories in 5+ sentences each on page 2 of your planning packet.
Homework:
Read for 20+ minutes (anything you'd like!) and complete Reading Tracker row 5 (last row) on workbook page 120. Make sure your Reading Tracker is ready to be turned in on Friday, 2/8!
Finish writing your two compelling stories on page 2 of your Concrete Poem Planning Packet, if necessary.
Thursday, 2/7
EL Module 2: Unit 3: Lesson 6
Complete today's M2: U3 Learning Targets
Yesterday, you came up with two story possibilities for your concrete poem. Today, choose the better of the two stories to use as the narrative you'll use to write the final poem.
Look over this Poem Context Reference Sheet to see samples of how John Grandits used his poems to illustrate 14 different adversities.
Some things to notice:
Narrators can be the person in the poem, but objects can tell stories about personal adversities from their (imagined) "point of view" as well.
Poems all tell a specific story with a beginning, middle, and end; the action of the story tends to occur in the middle.
The first line and last line often "mirror" each other (sound very similar) or provide circular thinking (meaning you could read the poem over and over).
First lines tend to start with dialogue, statements of fact, or "in the middle of things."
Last lines tend to wrap-up the thoughts in the poem, call back to the title, or hint at what may happen next.
Look back at your two stories on page 2 of your Planning Packet and choose the one that will best lend itself to a compelling poem.
Once you have chosen your idea, answer the orienting questions on page 3 of your Concrete Poem Planning Packet, which will help you define the point of view, characters, and narrative points leading to a logical progression for your story.
After you've answered the orienting questions, you're ready to begin writing the rough draft of your poem (in standard format, not concrete format yet) on Planning Packet page 4 (we will have class time tomorrow to finish the rough draft).
Homework:
If necessary, finish Planning Packet page 3 and continue working on page 4 (we will have class time tomorrow to finish the rough draft).
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Make sure Reading Tracker (workbook page 119/120) is complete and ready to turn in tomorrow.
If desired, bring a personal laptop or tablet with keyboard to type poem final draft on Monday (though neatly handwritten is perfectly fine as well).
Friday, 2/9
EL Module 2: Unit 3: Lesson 7
Tear out and turn in your Reading Tracker on workbook p. 119/120 (absent students should do so upon their return to class).
Complete today's M2: U3 Learning Targets
Finish writing the rough draft of your poem (in standard format, not concrete format yet) on Concrete Poem Planning Packet page 4.
Double-check your draft on the criteria laid out on page 1 of the Planning Packet. Make any necessary changes, additions, and/or corrections before moving on.
*You may choose to write an additional version of your draft.
Think about a concrete shape that would enhance the reader's experience of your concrete poem. Once you've decided on a shape, draft the form of your poem on Concrete Poem Planning Packet page 5 and practice writing your words within/along the shape.
Homework:
Finish pages 4 and 5 of your Concrete Poem Planning Packet, if necessary. (The finished poem will be due Wednesday, 2/13.)
If desired, bring a personal laptop or tablet with keyboard to type poem final draft on Monday (though neatly handwritten is perfectly fine as well).
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 1/28
Turn in Good Masters! Sweet Ladies! to the windowsill (absent students should turn in their books upon their return to class)
Take Q2 EOG Practice Test (Absent students should see Mrs. Parker during Homeroom on the morning they return to make up this assessment)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Place Scholastic orders online at clubs.scholastic.com using class code PDDTZ tonight before you go to bed!
Tuesday, 1/29
EL Module 2: Unit 3: Lesson 0
Receive new M2: U3 Learning Targets and complete today's lesson (absent students can pick up their handout and complete today's targets once they have returned to class)
On workbook page 117, re-label the two columns: Strike out "Notice" and write "Medieval"; strike out "Wonder" and write "Modern."
On the left, in the Medieval column, write a list of all of the adversities you can remember from the medieval villagers in GM!SL! (just the adversities, not any names).
On the right, in the Modern column, write a list of all of the adversities you think today's kids deal with, such as too much homework, bullying, etc. The modern adversities don't all have to affect you personally, but can just be a list of things people your age deal with today.
Absent students only (present students worked with a poem from an in-class text): Read the poem "TyranosaurBus Rex" on workbook page 123-124 and complete the Modern Voices Graphic Organizer on workbook page 125 using this sample as a model/notes.
Read the poem "Advanced English" on workbook page 122 and complete the Modern Voices Graphic Organizer on workbook page 121. (For Inference, you can use "The narrator is re-thinking her choice of crush.")
Homework:
Read the poem "Point A to Point B" on workbook page 126 and complete the Modern Voices Graphic Organizer on workbook page 127.
Read "My Sister is Crazy" on workbook page 129 and complete the Modern Voices Graphic Organizer on workbook page 130.
Bring a novel to class tomorrow.
Wednesday, 1/30
EL Module 2: Unit 3: Lesson 1
Tear out and turn in workbook page 129/130 (absent students should turn in this page upon their return to class).
Complete today's M2: U3 Learning Targets
Examine the graphics and structure of the poem "Angels" on workbook page 133. Then read the poem.
Now listen to an audio version of that same poem, "Angels," at this link: http://www.johngrandits.com/concrete-poem/index.php (audio file will automatically download).
Complete the Venn diagram on workbook page 134 by comparing and contrasting the visual and audio experiences of the poem "Angels."
Read the poem "Bad Hair Day" on workbook page 135.
Now read the article "Utah 15-Year-Old Suspended after Dyeing Her Hair a ‘Distracting’ Red" on page 136, noticing similarities and differences between the article and the poem "Bad Hair Day."
Use "Bad Hair Day" as Text 1 (genre: Concrete Poem) and "Utah 15-Year-Old Suspended..." as Text 2 (genre: News Article) to complete the comparison and contrast graphic organizer on workbook page 137.
Point of View options: 1st (I, me, my), 2nd (you, your), or 3rd (he/she, his/hers, they/their).
Author's Purpose options: Persuade, Inform, or Entertain.
Homework:
Read for 20+ minutes (anything you'd like!) and complete Reading Tracker row 1 on workbook page 119.
Come ready to share about your independent reading tomorrow at the start of class.
Thursday, 1/31
EL Module 2: Unit 3: Lesson 2
Complete today's M2: U3 Learning Targets
Read Monologue vs Song and use them to complete workbook page 138.
Read the poem "The Thank-You Letter" on workbook page 140 and complete the Modern Voices Graphic Organizer on workbook p. 141.
Read the poem "The Wall" on workbook page 142 and complete the "'I Think...What Do You Think?' Scavenger Hunt" on workbook page 143 (Absent students should just complete the "I Think..." column.).
Homework:
Read for 20+ minutes (anything you'd like!) and complete Reading Tracker row 2 (top row on the page) on workbook page 120.
Come ready to share about your independent reading tomorrow at the start of class.
Friday, 2/1
EL Module 2: Unit 3: Lesson 3
Complete today's M2: U3 Learning Targets
Reread the poem "The Thank You Letter" on workbook page 140, thinking about how John Grandits’s word choice helps create tone.
Listen to the audio version of "The Thank You Letter" here (audio file will automatically download). Consider how the experience of reading "The Thank-You Letter" is similar to and different from hearing it.
Complete the "Venn Diagram: Comparing and Contrasting: 'The Thank-You Letter' and Audio Version" activity on workbook page 146.
Read this Discussion Script as a model conversation between two students as a model of positive discussion behavior.
Do your best to replicate the positive discussion behavior as you do the following:
Read President Ronald Reagan’s Letter on workbook page 147
Consider answers to the following questions about President Ronald Reagan’s Letter:
What is this letter mostly about?
What is the theme or challenge presented in this letter, and what evidence supports this theme?
How did President Reagan reach his decision to share his voice of adversity?
Why is it important to share the challenges we face?
How does it make a difference to share our voice?
Use "The Thank You Letter" as Text 1 (genre: Poem) and "President Ronald Reagan’s Letter" as Text 2 (genre: Letter) to complete the genre comparison and contrast graphic organizer on workbook page 148.
Homework:
Read for 20+ minutes (anything you'd like!) and complete Reading Tracker row 3 (second row on the page) on workbook page 120.
Prepare for independent poetry analysis activities on Monday, 2/4 (which will count as an assessment grade) by doing the following:
Review workbook pages 137-138 & 148: Comparing Genres
Review workbook pages 134 & 146: Comparing Audio to Visual
Review workbook pages 127, 130 (returned with comments) and 141: Modern Voices Graphic Organizers.
Monday, 1/21 -- No School
Holiday
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 1/22
Library Circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 1/23
EL Module 2: Unit 2: Lesson 12
We have now read all 19 stories in Good Masters! Sweet Ladies!, all featuring characters who faced their own versions of a challenging life in the Middle Ages. It is now up to you to decide which character had the hardest life, with the most significant set of adversities, as compared to all of the others.
Review your Adversity Graphic Organizers and flip back through the stories in GM!SL!. Generate a list of the 5 characters who had the hardest lives, and then decide on the one character that had the most/worst adversities overall.
That character and his/her adversities will be your claim in an upcoming fishbowl class discussion (somewhat like a debate) on Friday. We will be using this Adversity Fishbowl Note Catcher to capture our thinking and organize our thoughts.
On the front, write your chosen character's name.
Choose the four hardest adversities your character faced (lack of food, being called mean names, etc.) and write them at the top of the four rows.
Find at least one piece of direct textual evidence (word-for-word quotes, one full sentence or longer for each) to write in each of the adversity rows to prove that the adversities were textually accurate. More evidence will make your point stronger, so use more than one when possible.
Homework:
Finish the front side of your Adversity Fishbowl Note Catcher, if necessary.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Place Scholastic orders online at clubs.scholastic.com using class code PDDTZ by the night of Monday, 1/28.
Thursday, 1/24
EL Module 2: Unit 2: Lesson 13
Yesterday, you decided on the character in GM!SL! that had the hardest life, and chose four adversities that person faced to focus on in your argument. Today, you will be developing four counter-arguments that will prove that other characters' lives were not as bad as your character's life was.
Of the remaining 18 stories, decide on four characters (not including the character who you think had the hardest life) who also led very difficult lives.*
*Do not choose characters like Isobel who led very privileged lives, since likely no classmate will be using her as their claim. Choose characters that you think classmates may have chosen as their character with the most adversities so you will have a counter-argument prepared against them.
You will use those four characters and their stories to complete the back side of the Adversity Fishbowl Note Catcher. Use the directions at the top to guide your thinking. More information is better, since it will make you more prepared to debate others!
Practice debating with your classmates using these Discussion Stems for tomorrow's fishbowl discussion.
Homework:
Finish the back side of your Adversity Fishbowl Note Catcher, if necessary, and familiarize yourself with your claim (front side) and counter-argument (back side) to be prepared to discuss your points with the class tomorrow.
Review these Discussion Stems for tomorrow's fishbowl discussion.
Place Scholastic orders online at clubs.scholastic.com using class code PDDTZ by the night of Monday, 1/28.
Friday, 1/25
EL Module 2: Unit 2: Lesson 14
Class-Wide Fishbowl Discussion: "Who Had the Most Adversities in GM!SL!?" (all absent students should plan to attend Mrs. Parker's STING session on Wednesday, 1/30 for a make-up Fishbowl opportunity)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Place Scholastic orders online at clubs.scholastic.com using class code PDDTZ by the night of Monday, 1/28.
Monday, 1/14
EL Module 2: Unit 2: Lesson 7
Complete today's M2: U2 Learning Targets
Share a theme from the monologue you read for homework last night.
Use the same monologue you read on Friday ("Constance, the Pilgrim," OR "Lowdy the Varlet's Child," OR "Otho, the Miller's Son," OR "Will, the Plowboy") to complete the appropriate Text-Dependent Questions workbook pages (86-87, 88-89, 90-91, OR 92-93, respectively -- use the one that has your monologue title at the top).
Complete the Exit Ticket on workbook page 94.
Homework:
For your assessment tomorrow:
Read "Pask, the Runaway" on GM!SL! page 62-63 (audio to accompany).
Review these pages in your workbook:
Adversity Graphic Organizers (workbook pages 62, 63, 73, 80, and 85),
Figurative Language pages [Reference Sheet on workbook page 64-66 and practice pages 67, 74, and the one you completed for your Jigsaw monologue (81, 82, 83, OR 84)], and
Text-Dependent Questions (workbook pages 68-69, 75-78, and the one you completed for your Jigsaw monologue [86-87, 88-89, 90-91, OR 92-93)].
Make sure your M2: U2 Learning Targets (just lessons 1-7) are ready to turn in tomorrow; this will be a grade on quarter 3.
Have any remaining late/missing work ready to turn in tomorrow, 1/15. Late work turned in after 1/15 will not be accepted.
Have your 40 Book Challenge Reading log ready for quarter 2 review Wednesday, 1/16 or Thursday, 1/17.
Tuesday, 1/15 -- Last day to turn in late/missing work for quarter 2
EL Module 2: Unit 1: Lesson 8
Review today's pre-printed M2: U2 Learning Targets
Turn in your Module 2: Unit 2 Learning Targets* (*We only did Lessons 1-8 -- you do not need to complete 9-13) (absent students should turn in their Learning Targets upon their return to class).
Read "A Little Background: Towns and Freedom" in GM!SL! (audio to accompany) as additional context for Pasks's monologue, which is the focus for today's assessment.
Take M2: U2: Mid-Unit Assessment (absent students should see Mrs. Parker during Homeroom on the morning they return to school to make up this assessment).
Homework:
Read the other three monologues from the Jigsaw -- all of the ones that you have not already read: "Constance, the Pilgrim," "Lowdy the Varlet's Child," "Otho, the Miller's Son," and/or "Will, the Plowboy."
Have your 40 Book Challenge Reading log ready for quarter 2 review Wednesday, 1/16 or Thursday, 1/17.
Wednesday, 1/16
Turn in 40 Book Challenge reading logs if they are ready today. (Students have until tomorrow to finish updating their page, if necessary.)
EL Module 2: Unit 2: Lesson 9
Read "A Little Background: The Crusades" (audio to accompany) and "Simon, the Knight's Son" (audio to accompany) in GM!SL!.
Complete and discuss Knights - Text Dependent Questions.
Homework:
Read "Isobel, the Lord's Daughter" in GM!SL! (audio to accompany) and choose TWO adversities to use to complete the Adversity Graphic Organizer on workbook page 103.
If you did not turn in your 40 Book Challenge Reading log today, have it ready to turn in tomorrow for quarter 2 review.
Thursday, 1/17
Turn in 40 Book Challenge reading logs for quarter 2 review, if you haven't already.
EL Module 2: Unit 2: Lesson 10
Watch this video as some background on the art and skill of glassblowing.
Read "Piers, the Glassblower's Apprentice" (audio to accompany) and "Mariot & Maud, the Glassblower's Daughters" (audio to accompany) in GM!SL!.
Complete Glassblowing - Text Dependent Questions.
Homework:
Read "Nelly, the Sniggler" in GM!SL! (audio to accompany) and choose TWO adversities to use to complete the Adversity Graphic Organizer on workbook page 109.
Friday, 1/18
EL Module 2: Unit 2: Lesson 11
Read "A Little Background: Falconry" (audio to accompany) and "Edgar, the Falconer's Son" (audio to accompany) in GM!SL!.
Complete Falconry - Text Dependent Questions.
As another example of a character with an enormous heart for animals, read "Alice, the Shepherdess" in GM!SL! (audio to accompany) and determine a summary, some adversities, and a theme (no workbook page or worksheet).
Homework:
Read "Drogo, the Tanner's Apprentice" in GM!SL! (audio to accompany) and choose TWO adversities to use to complete the Adversity Graphic Organizer on workbook page 114.
Monday, 1/7
EL Module 2: Unit 2: Lesson 3
Complete today's M2: U2 Learning Targets
Share a theme from the monologue you read for homework last night.
Review the Figurative and Literal Language Reference Sheet on workbook pages 64-66.
Use the Figurative Language Reference Sheet to complete workbook page 67, which asks you to decode some of the figurative expressions the author used in "Hugo, the Lord's Nephew."
Figurative language is one way in which authors affect the feelings a reader has as he or she reads a monologue. Another way is through word choice. As Hugo shares his story, he is able to communicate his feelings about his adversities (such as “fear of being punished” and “fear of hunting the boar”) through the words he uses.
Those word choices create the story’s tone. Tone is the feeling or attitude the narrator, in this case Hugo, has about the topic(s) of the monologue. Complete the Text-Dependent Questions on workbook pages 68-69 to analyze the words and phrases the words the author chose to create tone in "Hugo, the Lord's Nephew."
Homework:
Read "Thomas, the Doctor's Son" in GM!SL! (audio to accompany) and choose TWO adversities to use to complete the Adversity Graphic Organizer on workbook page 71.
Tuesday, 1/8
Library Circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 1/9
EL Module 2: Unit 2: Lesson 4
Complete today's M2: U2 Learning Targets
Share a theme from the monologue you read for homework last night.
Also consider whether or not Thomas was a good person. (He wasn't perfect, but he wasn't awful either. What do you think?)
Closely read "Taggot, the Blacksmith's Daughter" twice through (audio to accompany).
Then choose TWO specific adversities that Taggot faced and complete the Adversity Graphic Organizer on workbook page 72.
Finally, consider some themes that we as modern readers can learn from Taggot's story.
Homework:
Read "Mogg, the Villein's Daughter" in GM!SL! (audio to accompany) and choose TWO adversities to use to complete the Adversity Graphic Organizer on workbook page 73.
Thursday, 1/10 (Mrs. Parker's birthday!)
EL Module 2: Unit 2: Lesson 5
Complete today's M2: U2 Learning Targets
Tear out and turn in workbook page 71/72 (absent students should turn in their page when they return to class).
Use the Figurative and Literal Language Reference Sheet on workbook pages 64-66 to complete workbook page 74, which asks you to decode some of the figurative expressions the author used in "Taggot, the Blacksmith's Daughter."
Remember that tone is the feeling or attitude the narrator has about the topic(s) of the monologue. Complete the Text-Dependent Questions on workbook pages 75-78 to analyze the words and phrases the author chose to create tone in "Taggot, the Blacksmith's Daughter."
Helpful tips:
#1 asks for the meaning of "in the bargain," which is an uncommon expression that means "in addition" or "as well."
#8 uses the same passage from #7, and is asking about how that event changes the way Taggot feels about herself.
Homework:
Read "Jack, the Half-Wit" in GM!SL! (audio to accompany) and choose TWO adversities to use to complete the Adversity Graphic Organizer on workbook page 80.
Friday, 1/11
EL Module 2: Unit 2: Lesson 6
Complete today's M2: U2 Learning Targets
Share a theme from the monologue you read for homework last night.
Choose ONE of these four monologues to use for an activity today and Monday: "Constance, the Pilgrim," OR "Lowdy the Varlet's Child," OR "Otho, the Miller's Son," OR "Will, the Plowboy" (audio linked).
Using only your chosen monologue, read the story in your GM!SL! book and complete the appropriate workbook page (81, 82, 83, or 84, respectively -- use the one that has your monologue title at the top).
Historically (and sometimes still today), groups of people have been treated unfairly due to their appearance, beliefs, or lifestyle, among other factors; that was certainly the case in the Middle Ages. The dialogue that we will read for homework tonight centers on feelings of anti-Semitism, or unfair prejudice against Jewish people. To gather background knowledge on the harmful and biased opinions towards Jewish people that led to Jacob and Petronella's dialogue, read "'Why not? Why not blame the Jews?': A Little Background -- Jews in Medieval Society" on GM!SL! pages 58-59.
Homework:
Read "Jacob Ben Salomon, the Moneylender's Son and Petronella, the Merchant's Daughter" in GM!SL! and choose TWO adversities, one for Jacob and one for Petronella, to use to complete the Adversity Graphic Organizer on workbook page 85.
Thursday, 1/3
EL Module 2: Unit 2: Lesson 1 (due to multiple new materials distributed today, absent students should complete today's lesson after they have returned to school to receive their materials)
Receive new M2: U2 Learning Targets and complete today's targets
Tear out and turn in workbook pages 6-8, 14, and 15.
Remember that the word adversity means "hardship, struggle, or difficulty." Think back to the medieval groups we have studied so far: barons, knights, lords, lords' wives, upper-class girls, merchants, artisans, peasants, and serfs. Review as many adversities facing each of the groups (including adversities like the plague, which would have affected all groups) as you can remember.
So far, we have learned about those adversities exclusively through informational texts. However, many other types of writing can help us get to know people and their adversities as well. One of those types of writing is a monologue, or a long speech (-logue, like in dialogue) spoken by one person (mono-, as in "one"). That is what we'll be studying for the next few weeks in our new book called Good Masters! Sweet Ladies! Voices from a Medieval Village.
The monologues focus on one character who has a specific job/role in the same medieval manor (though a couple of the entries are actually dialogues between two people of the same social position). As we read, we will start to hear characters mention other characters from different monologues, since all of these fictional but historically-representative characters live in the same small village.
To kick-off our reading of this new book of monologues, view this video and consider the different perspectives and adversities of the characters highlighted by the film.
Read "Barbary, the Mud Slinger" in Good Masters! Sweet Ladies! (audio to accompany). The author, Laura Amy Schlitz, uses numerous writing techniques to help readers understand characters' motivations, which in turn helps us identify themes (lessons) from the story.
Consider the adversities faced in the monologue, both by Barbary herself and by the other characters mentioned.
Finally, consider one theme (life lesson) that we as modern readers can learn from Barbary's story.
Homework:
Choose one monologue in GM!SL! at random to read tonight. Be ready to share a summary of the monologue, the adversities faced by the character(s), and a theme at the start of class tomorrow.
Friday, 1/4
EL Module 2: Unit 2: Lesson 2
Complete today's M2: U2 Learning Targets
Share the summary, adversities, and theme from the monologue you read for homework last night.
As we read the other monologues in Good Masters! Sweet Ladies!, we will look for evidence the author uses to create imagery and illustrate difficulties. We will then use a graphic organizer to record our findings.
The first monologue for this new routine is "Hugo, the Lord's Nephew":
Closely read the monologue twice through (audio to accompany).
Then choose TWO specific adversities that Hugo faced and complete the Adversity Graphic Organizer on workbook page 62. (Remember that we have completed three of these graphic organizers already using modern short stories; you should still have the one from the story "Eleven" in your ELA folder to use as a model.)
Finally, consider some themes that we as modern readers can learn from Hugo's story.
Homework:
Read "Giles, the Beggar" in GM!SL! (audio to accompany) and choose TWO adversities to use to complete the Adversity Graphic Organizer on workbook page 63.
Monday, 12/17
EL Module 2: Unit 1: Lesson 11
Complete today's M2: U1 Learning Targets
Return to your Quote Sandwiches on workbook pages 54-56. The introduction and evidence should already be in the top and middle sections. The explanation in the bottom section should go beyond just restating what the quote says: Instead, write one sentence explaining why your group faced the adversity, and then a second sentence explaining specifically what was so distressing about enduring that adversity for each Quote Sandwich.
For example, in a paragraph about fires, the quote might read, "A fire would spread rapidly between buildings, and a whole town could be burned to the ground very quickly. People could lose all of their belongings and risk bodily harm."
Reference the sample on workbook page 53 to see a completed model.
Once all three Quote Sandwiches are finished, copy your three boxes (in order) to form a paragraph per Quote Sandwich in the Body Paragraph lines of the M2 U1 Adversity Essay Organizer handout (received today).
Homework:
Finish writing the body paragraphs of your adversity essay on the M2 U1 Adversity Essay Organizer.
Make sure M2: U1 Learning Targets are ready to turn in on Wednesday.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 12/18
EL Module 2: Unit 1: Lesson 12
Complete today's M2: U1 Learning Targets
Look at the first and last paragraphs of the model essay on workbook pages 47-48, noticing how the author begins and concludes the essay:
The first paragraph orients the reader with the location and time period, names the group and explains who they were, as well as lists the three adversities of the body paragraphs in order.
The last paragraph restates the three adversities of the body paragraphs in order, and also offers some reasons why life in that time was not all bad, and leaves the reader with the knowledge that conditions improved for all people over time.
Using the same format but tailoring it to your group and their adversities, construct Introduction and Conclusion paragraphs on your M2 U1 Adversity Essay Organizer (received yesterday).
List the full Works Cited source citations (bibliographies) for any of the articles that you used in your essay onto the Works Cited section of the M2 U1 Adversity Essay Organizer. [Copy down the entire citation from the end of each of the 1-3 article(s) you used one or more quote(s) from.]
Check over your now-completed essay, seeing that it meets the expectations of the prompt on page 46 AND the rubrics on pages 49-50.
Homework:
If necessary, finish any unfinished portion of the M2 U1 Adversity Essay Organizer, as well as your essay self-reflection using the prompt on page 46 and the rubrics on pages 49-50.
Make sure M2: U1 Learning Targets are ready to turn in tomorrow.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 12/19
EL Module 2: Unit 1: Lesson 13
Review today's pre-printed M2: U1 Learning Targets
Turn in M2: U1 Learning Targets
Take M2: U1: End-of-Unit Assessment (absent students should see Mrs. Parker during Homeroom on the morning they return to school to make up this assessment)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Thursday, 12/20
Holiday Enrichment (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 12/21 (Early Release Day)
Holiday Enrichment (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 12/10 (School cancelled)
Inclement weather day
Homework:
Place Scholastic orders online before you go to bed tonight! Visit clubs.scholastic.com and use class code PDDTZ
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 12/11 (School cancelled)
Inclement weather day
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 12/12 (Three-Hour Delay)
EL Module 2: Unit 1: Lesson 9
Complete today's M2: U1 Learning Targets
Over the next week, we will be using your Researcher's notebook (workbook pages 18-21) to write an informative essay on the prompt and expectations outlined on workbook page 46. Read over the information on that page.
Read the model essay on workbook pages 47-48. This essay is a sample for the structure of your essay, but it's written about a different group of people in the Middle Ages.
Rubrics are used to help fairly score open-ended answers on a set of clearly-defined expectations. Study the essay rubric on workbook pages 49-50. Now reread the essay and determine how well it fits the criteria at each level of the rubric.
Justify (explain) your thinking on workbook page 51, stating both how you would score the essay (level 4, 3, 2, or 1) on Content and Analysis (rubric on workbook page 49) and Command of Evidence (rubric on workbook page 50), and why you would give it that score. (The scores can be different for the different rows, like a 3 for C&A and a 4 for CoE.)
To select three adversities for your own essay, look at the quote sections of your Researcher's notebook pages 19-21. Choose one or two quotes related to each of your chosen adversities and mark them with stars. (This means that not all of your evidence will have a star because not all of it is related to the three adversities you chose to focus on for your essay.)
Complete workbook page 52 using the adversities you starred in your Researcher's notebook (do not pull in background knowledge from other sources or from parts of the articles you did not quote).
Homework:
If necessary, finish workbook page 52.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Thursday, 12/13
EL Module 2: Unit 1: Lesson 10
Complete today's M2: U1 Learning Targets
A big part of the model essay was engaging quoted textual evidence directly from the source materials -- the quotes were not just dropped into the paragraphs, but also introduced and explained. As a guide for how to properly engage evidence, see the sample "Quote Sandwich" on workbook page 53.
At the very top of workbook pages 54-56, write one of the three adversities you will be using in your own essay (look back at the homework from Lesson 9 if you do not remember your choices).
For the "Introduce the Adversity" (top) boxes, write one sentence introducing the adversity that is being discussed on that page. For example, if you were writing about fires burning down townspeople's homes, you could introduce a quote by saying, "One adversity townspeople faced was the possibility of fire destroying their home and their entire town."
Look back at the quote sections of your Researcher's notebook pages 19-21. You should have chosen one or two quotes related to each of your chosen adversities and marked them with stars yesterday. (This means that not all of your evidence will have a star because not all of it is related to the three adversities you chose to focus on for your essay.)
Write your chosen quote(s) for each adversity into the appropriate Quote Sandwich:
First state where your information came from (title, author, OR source)
Then write your quote word-for-word into the middle section of the Quote Sandwich you're using for that adversity.
For example, "The World Book Online provides the example, 'The city of Rouen, in France, burned to the ground six times between 1200 and 1225.'"
Write the entire Works Cited information (the bibliography entry from the bottom of the last page of each article) underneath the bottom box of each Quote Sandwich in which each source was used.
Homework:
If necessary, finish your Introductions, Evidence, and works cited entries on workbook pages 54-56 (we have not done the Explain the Evidence sections yet).
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 12/14
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 12/3
EL Module 2: Unit 1: Lesson 4
Complete today's M2: U1 Learning Targets
Read "'Middle Ages' Excerpt 2" on workbook pages 12-13.
Reread the passage, this time circling important vocabulary terms (2+ per paragraph).
Identify one or more adversities for each of these groups of people mentioned in the passage:
Merchants (salespeople)/Artisans (craftsmen)
Monks/Nuns (very devout religious men/women)
Answer questions #1-8 on workbook pages 14-15 using direct quotes from the "Middle Ages" text.
Homework:
Finish answering questions #1-8 on workbook pages 14-15 using direct quotes from the "Middle Ages" text.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 12/4
EL Module 2: Unit 1: Lesson 5
Complete today's M2: U1 Learning Targets
Return to "'Middle Ages' Excerpt 2" on workbook pages 12-13.
From the EIGHT paragraphs in the text, come up with SIX one-sentence gist statements (Note: You will have to mentally combine some paragraphs). Instead of writing the gist underneath the paragraphs, write them inside the six "Key detail" boxes on the graphic organizer on L5 Summary Graphic Organizer. Write one gist statement per box.
Read all six of the gists/"Key details" together and come up with one overall summary statement to write in the "Main Idea" oval at the top of the page.
Paste the Summary Graphic Organizer on top of workbook page 17 when you are finished.
Write the main idea and these same details into a paragraph on workbook page 16 (ignore the directions on that page and just use the lines for the paragraph using these directions): Write the main idea sentence first, and then combine similar "Key detail" gist statements into 3-4 compound sentences (instead of writing six simple sentences with just one idea each). Your paragraph should be 4-5 sentences total.
Homework:
Finish the Summary Graphic Organizer to paste onto workbook page 17, and the paragraph on workbook page 16, if necessary.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 12/5
EL Module 2: Unit 1: Lesson 6
Complete today's M2: U1 Learning Targets
Look over the "Researcher's Notebook" on workbook pages 18-21. We will be using this as a data collection tool over the coming days.
Decide which group of people you'd most like to learn more about the adversities of: Serfs & Peasants OR Lords & Ladies.
Read the three-article text-set pertaining to your chosen group: Serfs/Peasants: workbook pages 22-29; Lords/Ladies: workbook pages 30-34
On workbook page 18, refine the research question to say "What adversities did [serfs and peasants OR lords and ladies] face in the Middle Ages?"
Use the first text from that three-article text-set from your chosen group to complete the Researcher's notes for Text 1 on workbook page 19.
Homework:
If you have not completed workbook pages 18-19, finish them for homework tonight.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Thursday, 12/6
EL Module 2: Unit 1: Lesson 7
Complete today's M2: U1 Learning Targets
Return to the "Researcher's Notebook" on workbook pages 18-21. Use the same three-article text-set (Serfs: 22-29; Lords: 30-34) from the group you chose yesterday to complete the Researcher's notes for Text 2 and Text 3 on workbook pages 20-21.
Homework:
As test prep for tomorrow:
Finish any unfinished portion of the Researcher's Notebook on workbook pages 18-21.
Review the text-dependent questions on workbook pages 6-7 and 14-15.
Pre-read one of the three texts for tomorrow's M2: U1: Mid-Unit Assessment, which will be a Researcher's Notebook-style "Research question" and one "Researcher's notes" page from a new article about the plague (choose ONE):
"Dark Death" (workbook pages 35-38)
"Life in the Time of the Black Death" (workbook pages 39-41)
"Bubonic Plague" (workbook page 42)
Friday, 12/7
EL Module 2: Unit 1: Lesson 8
Review today's pre-printed M2: U1 Learning Targets
Take M2: U1: Mid-Unit Assessment (absent students should see Mrs. Parker during Homeroom on the morning they return to school to make up this assessment)
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Place Scholastic book orders online by the night of 12/10: Clubs.scholastic.com with class code PDDTZ. We WILL receive book orders before the holiday break!
Return signed ELA interim (issued today) by 12/14.
Monday, 11/26
EL Module 2: Unit 1: Lesson 1
Receive new M2: U1 Learning Targets and Module 2 Student Workbook (absent students will receive their materials on the day they return to class)
Complete today's M2: U1 Learning Targets (absent students can make up today's targets after they have received their materials)
Read these quotes and consider these questions to activate background knowledge and preface the unit:
What time period do the quotes seem to be from?
What seem to be the different expectations for men, women, and children in the quotes?
What do the quotes teach about warfare or power struggles?
What do the quotes teach about work or daily life?
What do the quotes teach about culture or religion?
Which quotes seem to have positive feelings associated with them? Which quotes have negative feelings associated with them?
Which of the quotes could still apply to modern life today?
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Tuesday, 11/27
Library Circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 11/28
EL Module 2: Unit 1: Lesson 2
Complete today's M2: U1 Learning Targets
Read "'Middle Ages' Excerpt 1" on workbook page 2.
Reread the passage, this time circling important vocabulary terms (2+ per paragraph).
Identify one or more adversities for each of these groups of people mentioned in the passage:
Knights
Lords/Barons (owners of large tracts of land)
Lord's Wife
Upper-Class Girls
Peasants/Serfs (servants who work the land)
Answer questions 1-8 on workbook pages 6-8 using direct quotes from the text when appropriate.
Complete the Exit Ticket on workbook page 1.
Homework:
Finish answering questions #1-8 on workbook pages 6-8 and the Exit Ticket on page 1, if necessary.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Thursday, 11/29
Middle Ages Text Practice 1: Article 1 & Article 2
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 11/30
EL Module 2: Unit 1: Lesson 3
Complete today's M2: U1 Learning Targets
Return to "'Middle Ages' Excerpt 1" on workbook page 2-3.
For paragraphs 2-7, come up with one one-sentence gist statement per paragraph. Instead of writing the gist underneath each paragraph, write them inside the six "Key detail" boxes on the graphic organizer on workbook page 10. Write one gist statement (one from each paragraph) per box.
Read all six of the gists/"Key details" together and come up with one overall summary statement to write in the "Main Idea" oval at the top of the page.
Write the main idea and these same details into a paragraph on workbook page 11 (ignore the directions on that page and just use the lines for the paragraph using these directions): Write the main idea sentence first, and then combine similar "Key detail" gist statements into 3-4 compound sentences (instead of writing six simple sentences with just one idea each). Your paragraph should be 4-5 sentences total.
Homework:
Finish the graphic organizer on workbook page 10 and the paragraph on workbook page 11, if necessary.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 11/19
Thanksgiving enrichment (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!)
Tuesday, 11/20 - Early Release Day
Thanksgiving enrichment (no makeup work necessary)
Homework:
Read for 20+ minutes (anything you'd like!)
Wednesday, 11/21 through Friday, 11/23
No school -- enjoy your time with your families! Safe travels!
Monday, 11/12: Holiday
No school
Homework:
Read for 20+ minutes (anything you'd like!)
Continue working on your Hero's Journey Narrative Packet and Hero's Journey Narrative, due 11/15
Place Scholastic book orders online by Friday! Visit clubs.scholastic.com and use class code PDDTZ
Tuesday, 11/13
Read "Eleven"
Use "Eleven" to complete Adversity Graphic Organizer
We did the first row together as a class. See sample.
Homework:
Continue working on your Hero's Journey Narrative Packet and Hero's Journey Narrative, due 11/15
Place Scholastic book orders online by Friday! Visit clubs.scholastic.com and use class code PDDTZ
Wednesday, 11/14
Use "The All-American Slurp" to complete Adversity Graphic Organizer
Homework:
Continue working on your Hero's Journey Narrative Packet and Hero's Journey Narrative, due 11/15
Place Scholastic book orders online by Friday! Visit clubs.scholastic.com and use class code PDDTZ
Thursday, 11/15 *HERO'S JOURNEYS DUE TODAY: hand in or email/share to aparker3@wcpss.net*
Turn in Hero's Journey narratives at the start of class if not emailed/shared before 7:45 this morning! (Absent students should still send their stories if doing so digitally, or should hand them in during Homeroom on the morning they return to class if doing so on paper)
Read "The Circuit" (what we used in class) OR "Jackie Robinson: Justice at Last" (alternative story option)
Use the text you read to complete Adversity Graphic Organizer
Homework:
Read for 20+ minutes (anything you'd like!)
Place Scholastic book orders online by Friday! Visit clubs.scholastic.com and use class code PDDTZ
Friday, 11/16
EOG Practice Test (absent students should see Mrs. Parker during homeroom on the morning they return to school in order to make up this assessment)
Homework:
Read for 20+ minutes (anything you'd like!)
Place Scholastic book orders online before you go to bed tonight! Visit clubs.scholastic.com and use class code PDDTZ
Monday, 11/5
Library circulation
Homework:
Read for 20+ minutes (anything you'd like!)
Continue working on your Hero's Journey Narrative Packet and Hero's Journey Narrative, due 11/15
Bring a large device (laptop or tablet with keyboard) on Wednesday-Friday, if desired for your Hero's Journey Narrative
Tuesday, 11/6 -- 2-hour delay due to elections
Greek Day! (Schedule)
Homework:
Read for 20+ minutes (anything you'd like!)
Continue working on your Hero's Journey Narrative Packet and Hero's Journey Narrative, due 11/15
Bring a large device (laptop or tablet with keyboard) on Wednesday-Friday, if desired for your Hero's Journey Narrative
Wednesday, 11/7
Hero's Journey Narrative in-class workday
Homework:
Read for 20+ minutes (anything you'd like!)
Continue working on your Hero's Journey Narrative Packet and Hero's Journey Narrative, due 11/15
Bring a large device (laptop or tablet with keyboard) on Thursday and Friday, if desired for your Hero's Journey Narrative
Thursday, 11/8
Hero's Journey Narrative in-class workday
Homework:
Read for 20+ minutes (anything you'd like!)
Continue working on your Hero's Journey Narrative Packet and Hero's Journey Narrative, due 11/15
Bring a large device (laptop or tablet with keyboard) on Fiday, if desired for your Hero's Journey Narrative
Friday, 11/9 -- Mike Lupica speaks at noon!
Hero's Journey Narrative in-class workday
Homework:
Read for 20+ minutes (anything you'd like!)
Finish your Hero's Journey Narrative Packet and Hero's Journey Narrative by 11/15
Monday, 10/29
Tear out and turn in workbook page 95 (absent students should do so upon their return to class)
Finish the myth study activity with D'Aulaire's Book of Myths from Friday (absent students are exempt from this activity)
Complete Percy's Hero's Journey: Act 3 (absent students can wait until they receive their sheet when they return to class)
Receive Lightning Thief Test Study Guide -- you will have class time tomorrow to complete the study guide
Homework:
Study for Lightning Thief Test on Thursday, 11/1
Have novel ready to turn in on Thusday, 11/1
Tuesday, 10/30
Complete Lightning Thief Test Study Guide
Homework:
Study for Lightning Thief Test on Thursday, 11/1 by finishing any incomplete parts of the Lightning Thief Test Study Guide
Have novel ready to turn in on Thursday, 11/1
Wednesday, 10/31
Receive Hero's Journey Narrative Packet
Read over the directions and expectations on page 1
Complete the My Hero's Journey Planner on page 2
Begin working on the Graphic Organizer on pages 3-5
Homework:
Continue working on your Hero's Journey Narrative Packet (we will have more time in class to work on this, but be brainstorming)
Have Lightning Thief novel ready to turn in tomorrow
Study for tomorrow's Lightning Thief test
Mike Lupica book order forms due Friday, 11/2!
Thursday, 11/1 -- Mr. O'Neill's birthday!
Take Lightning Thief novel test (absent students should see Mrs. Parker during Homeroom on the morning they return to school to make up this test)
Turn in Lightning Thief novel (absent students should give their books to Mrs. Parker on the morning they return to school)
Homework:
Read for 20+ minutes (anything you'd like!)
Continue working on your Hero's Journey Narrative Packet
Bring a large device (laptop or tablet with keyboard) tomorrow, if desired for your Hero's Journey Narrative
Friday, 11/2
Hero's Journey Narrative in-class workday
Homework:
Read for 20+ minutes (anything you'd like!)
Continue working on your Hero's Journey Narrative Packet and Hero's Journey Narrative
Bring a large device (laptop or tablet with keyboard) on Tuesday, if desired for your Hero's Journey Narrative
Monday, 10/22
Book Fair! Bring $ for books!
Homework:
Finish your essay organizer, if necessary.
Make sure M1 U2 Learning Targets and Lightning Thief Reading Calendar, part 2 are ready to turn in tomorrow (we are SKIPPING the targets for lessons 12-13 as well as Reading Calendar rows W-AA).
Read for 20+ minutes (anything you'd like -- no Lightning Thief reading homework tonight; just prepare for your essay assessment on Tuesday).
Make sure 40 Book Challenge Reading Log is ready to be checked for a grade on Friday, 10/26.
All Q1 late work is due by Friday, 10/26.
Tuesday, 10/23
EL Module 1: Unit 2: Lesson 11
Review today's pre-printed learning targets on M1 U2 Learning Targets
Turn in M1 U2 Learning Targets AND Lightning Thief Reading Calendar, part 2 -- we are SKIPPING the targets for lessons 12-13 as well as Reading Calendar rows W-AA (absent students should turn in these assignments to their class' tray upon their return to class)
Take M1 U2 Assessment (absent students should see Mrs. Parker during homeroom on the day they return to school to make up this assessment)
Homework:
Read The Lightning Thief chapter 19 and complete workbook page 80. Chapter 19 audio can be used in addition to but not instead of reading.
Make sure 40 Book Challenge Reading Log is ready to be checked for a grade on Friday, 10/26.
All Q1 late work is due by Friday, 10/26.
Wednesday, 10/24 - Wear orange to show solidarity with the anti-bullying movement!
Myth study:
Choose one of these three myths to read and analyze:
“The Fates”: workbook p. 70
“The Story of Medusa and Athena”: workbook p. 71-72
“Theseus and the Minotaur”: workbook p. 73-76
For your chosen myth, consider this questions and write your answers on a sheet of notebook paper:
What "Key Elements of Mythology" (workbook page 51-52) are present in your myth, and how?
Homework:
Read The Lightning Thief chapter 20 and complete workbook page 82. Chapter 20 audio can be used in addition to but not instead of reading.
Make sure 40 Book Challenge Reading Log is ready to be checked for a grade on Friday, 10/26.
All Q1 late work is due by Friday, 10/26.
Thursday, 10/25
Myth study:
Return to the myth you chose yesterday and answer these two questions on a sheet of notebook paper:
What themes/lessons could your myth teach about life/humanity?
Why would Rick Riordan have included an allusion (reference) to your myth in his novel? In other words, how does mentioning your myth enrich the story of Percy Jackson?
For “The Fates,” focus on Chapter 2.
For “The Story of Medusa and Athena,” focus on Chapter 11.
For “Theseus and the Minotaur,” focus on Chapter 4.
Begin working on Percy's Hero's Journey: Act 2
Homework:
Before reading The Lightning Thief chapter 21, complete workbook page 87. Then read the chapter and, afterwards, complete workbook page 88. Chapter 21 audio can be used in addition to but not instead of reading.
Finish Percy's Hero's Journey: Act 2, if necessary.
All Q1 late work is due by Friday, 10/26.
40 Book Challenge Reading Log due tomorrow, 10/26!
Friday, 10/26 - ALL LATE WORK DUE TODAY! & Fall Dance after school! Remember your permission slips!
Turn in 40 Book Challenge Reading Log for quarter 1 review (absent students must do this on Monday to have their score included on the Q1 report card!)
Turn in ANY Q1 late work. Late work (with the exception of 40 Book Challenge logs) will not be accepted after today.
Myth Study:
Read a new myth from D'Aulaire's Book of Myths and answer these questions (absent students are exempt from this activity):
What is a good summary of the myth, for someone who hasn't read it?
What "Key Elements of Mythology" are present in the myth, and how?
What themes/lessons could the myth teach about life/humanity?
Homework:
Read The Lightning Thief chapter 22 (Chapter 22 audio can be used in addition to but not instead of reading) and complete workbook pages 95-96.
Monday, 10/15
EL Module 1: Unit 2: Lesson 8
Write today's M1 U2 Learning Targets in your own words.
Use the second body paragraph from the model essay on workbook page 55 to complete the graphic organizer on workbook page 57. (You are working backwards to fill in the graphic organizer from the finished essay.)
The topic is "a mother's love for her children." Write that in the Focusing Question box.
"Detail" is for the two quotes from the myth (X-out the third box).
"My thinking..." is for the explanations of how the author explained seeing that element represented in the myth (X-out the third box).
"How I Connect" is for the author's explanation of the general relationship between the three details.
Finally, in the Claim box, write this theme (NOT the one from the model essay): "A mother will put her love for her children above all other relationships."
Reread pages 155-156 of The Lightning Thief. Consider: Which characters from Greek mythology are discussed in this excerpt? What do you learn about Prometheus in this excerpt?
Use that excerpt to answer the questions on workbook page 59 (you can use the blank space on the page or use notebook paper).
Read the myth "Prometheus" on workbook page 61, noticing the Key Elements of Mythology and potential topics and themes present in the myth.
Homework:
By Wednesday, read The Lightning Thief chapter 17 and complete Row T on The Lightning Thief Reading Calendar, part 2. Chapter 17 audio can be used in addition to but not instead of reading.
Tuesday, 10/16 (Due to the pep rally on Thursday 6th period will be following this schedule this week)
1st, 2nd, & 5th: Library Circulation
6th: Library Circulation & Lesson 9a (See Wednesday or view 6th Period ELA Schedule)
Homework:
By Wednesday, read The Lightning Thief chapter 17 and complete Row T on The Lightning Thief Reading Calendar, part 2. Chapter 17 audio can be used in addition to but not instead of reading.
6th only: Also finish p. 63 graphic organizer tonight, if necessary.
Wednesday, 10/17 (Due to the pep rally on Thursday 6th period will be following this schedule this week)
1st, 2nd, & 5th: EL Module 1: Unit 2: Lesson 9a
Write today's M1 U2 Learning Targets in your own words.
Reread the myth "Prometheus" on workbook page 61, again noticing the Key Elements of Mythology present in the myth.
Using "Prometheus," complete workbook page 63 (sample on workbook page 56 or here):
Choose two of the Key Elements of Mythology (workbook page 51-52) that you found represented in Prometheus.
Write the names of those Elements in the space underneath the "My thinking..." boxes.
"Detail" is for two direct quotes from the myth that show examples of your chosen Elements (one quote per Element).
"My thinking..." is for two explanations of how you saw your chosen Elements represented in the two quotes.
6th: EL Module 1: Unit 2: Lesson 9b (See Thursday or view 6th Period ELA Schedule)
Homework:
All: Finish your graphic organizer (1st, 2nd, & 5th: p. 63; 6th: p. 64) tonight, if necessary.
All: By Friday, read The Lightning Thief chapter 18 and complete Row U on The Lightning Thief Reading Calendar, part 2. Chapter 18 audio can be used in addition to but not instead of reading.
Thursday, 10/18 (Due to the pep rally on Thursday 6th period will be following this schedule this week)
1st, 2nd, & 5th: EL Module 1: Unit 2: Lesson 9b
Review yesterday's M1 U2 Learning Targets.
Reread the myth "Prometheus" on workbook page 61, again noticing the topics and themes present in the myth.
Using "Prometheus," complete workbook page 64 (sample on workbook page 57 or here):
Choose a topic that you found represented in Prometheus from the list on workbook page 47 . Write that topic in the top box, Focusing Question.
"Detail" is for two direct quotes from the myth that show examples of your chosen topic (X-out the third box).
"My thinking..." is for two explanations of how you saw your chosen topic represented in the two quotes (X-out the third box).
"How I Connect" is for an explanation of the general relationship between the two details ("Both examples show...").
Finally, write a theme/thematic statement (full-sentence lesson/message) that you learned about your topic through the details from the myth in the Claim box.
6th: Pep Rally
Homework:
1st, 2nd, & 5th: Finish your p. 64 graphic organizer tonight, if necessary. (6th should already be finished with p. 63 and p. 64.)
All: Read The Lightning Thief chapter 18 and complete Row U on The Lightning Thief Reading Calendar, part 2. Chapter 18 audio can be used in addition to but not instead of reading.
Friday, 10/20
EL Module 1: Unit 2: Lesson 10
Write today's M1 U2 Learning Targets in your own words.
Use the work you've done on the graphic organizers on workbook pages 63 and 64 to complete this Analytical Mini-Essay Organizer A (6th period only: use Analytical Mini-Essay Organizer B). The finished organizer is your "study guide" and preparation for your Module 1: Unit 2 Assessment on Tuesday.
Homework:
Finish your essay organizer, if necessary.
Read for 20+ minutes (anything you'd like -- no Lightning Thief reading homework this weekend; just prepare for your essay assessment on Tuesday).
Bring Book Fair money on Monday, if desired!
Monday, 10/8
EL Module 1: Unit 2: Lesson 5
Write today's M1 U2 Learning Targets in your own words.
Read "The Key Elements of Mythology" text on workbook pages 51-52. We will be talking more about these elements over the coming days.
Consider the ways in which Percy's journey so far contains the Key Elements.
Complete and turn in ALL THREE Vocab Frayer Model boxes for vocabulary words of your choice from three different Key Elements from "The Key Elements of Mythology" on workbook pages 51-52. (Absent students can complete the activity on notebook paper, or they may wait until they come back to receive a worksheet).
Complete the Exit Ticket on workbook page 52.
Homework:
Read The Lightning Thief chapter 14 and complete Row Q on The Lightning Thief Reading Calendar, part 2. Chapter 14 audio can be used in addition to but not instead of reading.
Tuesday, 10/9
EL Module 1: Unit 2: Lesson 6
Write today's M1 U2 Learning Targets in your own words.
Answer these four questions on a sheet of paper:
Chapter 14 begins: “I’d love to tell you I had some deep revelation on my way down, that I came to terms with my own mortality, laughed in the face of death, et cetera.” In this context, what does the word revelation mean?
If the word mortal means able to die, what does Percy mean when he says, “I came to terms with my own mortality?” on page 212?
On page 213, Percy says, “I could see where the fire on my clothes had been quenched. But when I touched my own shirt, it felt perfectly dry.” What is the meaning of the word quenched here? How is it the same or different from your thirst being quenched?
How does Percy’s fall from the Arch and descent to the bottom of the Mississippi River help to move the plot of the story forward?
Complete this Key Elements of Mythology Practice using the myth of Cronus on workbook page 44 (Absent students can complete the activity on notebook paper, or they may wait until they come back to receive a worksheet).
Complete the first two boxes on the Connecting Elements of Mythology to Theme activity on workbook page 54:
Think of the Element of Mythology as the topic. Write "The Struggle for Power" in the top box:
What lesson (theme) do we learn about the struggle for power through the Cronus story on workbook page 44? Write that answer in the second box, Theme Idea.
Homework:
Read The Lightning Thief chapter 15 and complete Row R on The Lightning Thief Reading Calendar, part 2. Chapter 15 audio can be used in addition to but not instead of reading.
Wednesday, 10/10
EL Module 1: Unit 2: Lesson 7
Write today's M1 U2 Learning Targets in your own words.
Percy has a very strong vocabulary, which is one of the many reasons that students enjoy reading The Lightning Thief. Answer these questions about Percy's vocabulary on a sheet of notebook paper:
On TLT page 222, Percy describes how "the music's volume decreased drastically." What does decreased mean? How has it been used in this context?
On TLT page 224, Percy described how the waitress "raised her eyebrows skeptically." What does skeptically mean? How do you raise an eyebrow skeptically?
At the top of TLT page 227, Ares has a proposition for Percy. What is a proposition?
On TLT page 230, Ares's girlfriend is described as very temperamental. If someone is temperamental, what is he or she like? What does temperamental mean?
One TLT page 233, the boat is described as "marooned at the bottom of the pool." What does marooned mean?
Look back at the graphic organizer we started yesterday on workbook page 54.
What details support your Theme Idea? Find three direct quotes from the "Cronus" text on workbook page 44 to write in the "Detail from Cronus" boxes.
At the end of this unit, we will be writing an analytical essay relating the myth of Cronus to the Key Elements of Mythology. As a sample, closely read the model essay on workbook page 55.
Use the first body paragraph from the model essay on workbook page 55 to complete the graphic organizer on workbook page 56. (You are working backwards to fill in the graphic organizer from the finished essay.)
"Detail" is for the quotes from the myth.
"My thinking..." is for the explanations of how the author explained seeing that element represented in the myth.
Homework:
Read The Lightning Thief chapter 16 and complete Row S on The Lightning Thief Reading Calendar, part 2. Chapter 16 audio can be used in addition to but not instead of reading.
Thursday, 10/11
Inclement Weather Day - no school
Homework:
Catch up on any missed reading/assignments; read for 20 minutes (anything you'd like!)
Friday, 10/12
Inclement Weather Day - no school
Homework:
Catch up on any missed reading/assignments; read for 20 minutes (anything you'd like!)
Monday, 10/1
Library circulation
Homework:
By Tuesday (tomorrow), read the rest of chapter 8 and and all of chapter 9 of The Lightning Thief, and complete Row L (row K is now OPTIONAL!) on The Lightning Thief Reading Calendar. Chapter 8 audio and Chapter 9 audio can be used in addition to but not instead of reading.
Make sure The Lightning Thief Reading Calendar is ready to turn in tomorrow!
Tuesday, 10/2
EL Module 1: Unit 2: Lesson 1
Turn in The Lightning Thief Reading Calendar (absent students should do this upon their return to class).
Receive new M1 U2 Learning Targets (absent students will receive this on the day they return to class).
Write today's M1 U2 Learning Targets in your own words (absent students can wait until they receive their handout to complete this step).
Complete the inference activity (just the "I think..." box) on workbook page 37.
Read the "Myths and Legends" text on workbook page 38.
Use "Myths and Legends" to complete the main idea (gist)/details (2 per box) activity on workbook page 40.
Receive a new The Lightning Thief Reading Calendar, part 2, which will contain the homework through the rest of the novel (absent students will receive this on the day they return to class. They should do the reading but have a due date extension to complete tonight's written homework.).
Homework:
Read The Lightning Thief chapter 10 and complete Row M on The Lightning Thief Reading Calendar, part 2. Chapter 10 audio can be used in addition to but not instead of reading.
Wednesday, 10/3
EL Module 1: Unit 2: Lesson 2
Write today's M1 U2 Learning Targets in your own words.
Complete at least one Vocab Frayer Model for 1+ vocabulary word(s) of your choice from the quote from the "Myths and Legends" text on workbook page 44.
Read the "Cronus" text on workbook page 44.
Cronus and Kronos are different spellings for the same being. Consider: How is the allusion (reference) to Kronos in The Lightning Thief similar to the "Cronus" text in the workbook? How are they different?
Homework:
Read The Lightning Thief chapter 11 and complete Row N on The Lightning Thief Reading Calendar, part 2. Chapter 11 audio can be used in addition to but not instead of reading.
Thursday, 10/4
EL Module 1: Unit 2: Lesson 3
Write today's M1 U2 Learning Targets in your own words.
A theme is "a significant idea or lesson conveyed in a text. It is a message the author conveys through important details and events."
Themes often center around the same topic(s), or subject(s) that the text explores. Look over the list of topics on workbook page 47. The theme is what we learn about the topic through the text.
The myth of Cronus on workbook page 44 deals with topics such as "family," "effects of the past," and "parent-child relationships."
One theme or thematic statement that we can learn about "parent-child relationships" through the Cronus text is, "A mother will put her love for her children above every other relationship." Notice that themes are full sentences while topics are words or phrases.
Complete the theme activity on workbook page 48.
Homework:
Read The Lightning Thief chapter 12 and complete Row O on The Lightning Thief Reading Calendar, part 2. Chapter 12 audio can be used in addition to but not instead of reading.
Friday, 10/5
EL Module 1: Unit 2: Lesson 4
Write today's M1 U2 Learning Targets in your own words.
The word "pivotal" means "significant to the development of something else." A child being born might be considered pivotal to the development of a family.
Think about the three important moments from chapter 12 that you wrote down last night for homework. Choose the one that is most pivotal and consider:
In what way was that moment a turning point in the story?
What changed during and after that moment, and for whom?
Reread the myths of "Shrouded in Myth" (workbook page 4) and "Cronus" (workbook page 44) and complete the Venn diagram on workbook page 50. Details that are similar go in the overlap between the two circles, and details that are different go in the parts of the appropriate circle that do not overlap.
Notice that the myths have certain elements (symbols, themes, patterns, and characters) in common, some of which you may have already recognized. We will be talking more about those elements over the coming days.
Homework:
Read The Lightning Thief chapter 13 and complete Row P on The Lightning Thief Reading Calendar, part 2. Chapter 13 audio can be used in addition to but not instead of reading.
Monday, 9/24
EL Module 1: Unit 1: Lesson 10a
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Explain the relationship between a quote from TLT and “THJ”
Select evidence from “THJ” that aligns with TLT
Write a paragraph to describe how excerpts in TLT align to “THJ,” citing evidence from both texts
Complete workbook pages 26 and 27, filling in the missing information as directed.
1st, 2nd, and 5th period: Begin working on Percy's Hero's Journey: Act 1.
Homework:
By Tuesday (tomorrow), finish workbook pages 26-27, if necessary.
By Wednesday, read The Lightning Thief chapter 6 and complete Row I on The Lightning Thief Reading Calendar. Chapter 6 audio can be used in addition to but not instead of reading.
EL Module 1: Unit 1: Lesson 10b
Review the following learning targets on the Lesson 10 row of your M1: U1: Learning Target Tracker (written yesterday):
Explain the relationship between a quote from TLT and “THJ”
Select evidence from “THJ” that aligns with TLT
Write a paragraph to describe how excerpts in TLT align to “THJ,” citing evidence from both texts
Complete M1 U1 L10 Paragraph Writing Practice and keep the finished page in your ELA folder. Use the paragraph on workbook page 22 as a sample.
Based on your Paragraph Writing Practice, complete the Criteria Checklist on workbook page 29.
Homework:
Finish reading The Lightning Thief chapter 6 and completing Row I on The Lightning Thief Reading Calendar.
EL Module 1: Unit 1: Lesson 11
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Get the gist of an excerpt from TLT
Answer questions using evidence about an excerpt from TLT
Select evidence from both TLT and “THJ” that shows how Percy is on a hero’s journey
Complete the Text Dependent Questions on workbook page 30.
Complete the Selecting Evidence activity on workbook page 31. Use "direct quotes" from both texts in the Percy's Experience and Archetype of the Hero's Journey boxes.
For each of the three stages on workbook page 31, purposefully think about the connection between the two quotes: How is Percy's experience reflective of that particular stage of "The Hero's Journey"?
Homework:
Read The Lightning Thief chapter 7 and complete Row J on The Lightning Thief Reading Calendar.
If necessary, finish workbook page 31.
Thursday, 9/27
EL Module 1: Unit 1: Lesson 12
Write today's M1: U1: Learning Targets in your own words.
Complete M1 U1 L12 Paragraph Practice as preparation for tomorrow's assessment.
The test will have identical directions and parts to the Paragraph Practice, but will address chapter 8 instead of chapter 7.
Homework:
Read pages 107-112 of The Lightning Thief chapter 8 for tomorrow's assessment.
Review today's L12 Paragraph Practice for tomorrow's assessment.
Make sure M1 U1 Learning Targets are ready to turn in tomorrow.
Friday, 9/28
EL Module 1: Unit 1: Lesson 13
Review today's pre-printed M1: U1: Learning Targets.
Turn in M1: U1: Learning Targets (absent students should do so upon their return to class).
Take End-of-Unit 1 Assessment (absent students should see Mrs. Parker during homeroom time on the morning they return to school to make up this assessment)
Read the rest of chapter 8.
Homework:
By Tuesday, read the rest of chapter 8 and and all of chapter 9 of The Lightning Thief, and complete Row L (row K is now OPTIONAL!) on The Lightning Thief Reading Calendar. Chapter 8 audio and Chapter 9 audio can be used in addition to but not instead of reading.
Make sure The Lightning Thief Reading Calendar is ready to turn in on Tuesday! (Monday is library day)
Monday, 9/17
No School - Canceled due to inclement weather
Homework:
Catch up on any work/reading necessary.
Review for the Mid-Unit 1 Assessment in Lesson 7 by using this M1 U1 Mid-Unit Assessment Study Guide (received last Tuesday).
Tuesday, 9/18
EL Module 1: Unit 1: Lesson 7
Review today's pre-printed M1: U1: Learning Targets.
Take Mid-Unit 1 Assessment (absent students should see Mrs. Parker during homeroom time on the morning they return to school to make up this assessment)
Complete workbook page 16 (write at least one full 5-sentence paragraph).
Homework:
Finish workbook page 16, and make sure Reading Calendar Row E (assigned last Wednesday) is complete.
Read for 20 minutes (anything you'd like!).
Place Scholastic book orders online by Friday! Visit clubs.scholastic.com and use class code PDDTZ
Wednesday, 9/19
No School
Homework:
Catch up on any work/reading necessary.
Read for 20 minutes (anything you'd like!).
Place Scholastic book orders online by Friday! Visit clubs.scholastic.com and use class code PDDTZ
Thursday, 9/20
EL Module 1: Unit 1: Lesson 8
Write today's M1: U1: Learning Targets in your own words.
Read the "Introduction" and first section, "The Ordinary World," of "The Hero's Journey" text on the top of workbook page 17.
Stop reading to annotate "The Ordinary World" paragraph: circling unknown vocabulary words and writing a one-sentence gist statement underneath the paragraph.
Read the model paragraph on workbook page 22. The purpose of the paragraph is to show that Percy Jackson is on his own Hero's Journey. Notice how the author introduced his claim in the first paragraph. (A claim is what the author wants his audience to believe.) He also used quotes from both texts, a sentence explaining how the quotes were connected, and a concluding statement that restated his claim.
Read and annotate the rest of Act 1: Separation on workbook pages 17-18.
Flip to workbook page 21:
In the top row, "Introduction," write the following: In the "Central Idea/Stages of the Text" box, write "Hero stories follow the same several basic stages." In "Important Details and Questions" box, write "Joseph Campbell is a published mythological researcher."
In the next row, "Separation," write the four stages of Act 1 in the first box, and at leasat one relevant detail(s) AND question(s) in the second box.
Homework:
If necessary, finish annotating Act 1 of "The Hero's Journey" text on workbook pages 17-18 and filling in the top two rows of workbook page 21.
Complete Row G on The Lightning Thief Reading Calendar.
Read for 20 minutes (anything you'd like!).
Place Scholastic book orders online by Friday! Visit clubs.scholastic.com and use class code PDDTZ
Friday, 9/21
EL Module 1: Unit 1: Lesson 9
Write today's M1: U1: Learning Targets in your own words.
Read Acts 2 and 3 of "The Hero's Journey" text on workbook pages 19-20.
Reread and annotate (circle unknown vocabulary words and write a one-sentence gist statement underneath each paragraph) all of "The Hero's Journey" Acts 2 and 3.
Flip back to workbook page 21, which we started yesterday. In the third and fourth rows, write the stages of "Initiation and Transformation" (Act 2) and "The Return" (Act 3) in the first boxes, and relevant details and questions in the second boxes.
Complete the vocabulary activity on workbook page 24, referencing the Types of Context Clues (also glued to workbook page 15) to answer what strategy you used.
Homework:
If necessary, finish annotating Acts 2-3 of "The Hero's Journey" text on workbook pages 19-20, filling in the bottom two rows of workbook page 21, and/or completing workbook page 24.
Place Scholastic book orders online tonight! Visit clubs.scholastic.com and use class code PDDTZ
Read The Lightning Thief chapter 5 and complete Row H on The Lightning Thief Reading Calendar. Chapter 5 audio can be used in addition to but not instead of reading.
Monday, 9/3
Holiday
Tuesday, 9/4
Media Center Circulation
Homework:
Read for 20 minutes (anything you'd like!)
Wednesday, 9/5
EL Module 1: Unit 1: Lesson 1 (Absent students should complete today's lesson after they receive their materials)
Receive EL Module 1 Student Workbooks
Look at the picture and read the quote on workbook page 2.
Complete the quickwrite questions on workbook page 3. Think to yourself about how the quote and the picture on page 2 are related. (A quickwrite is a short response detailing your ideas.)
Read the "Shrouded in Myth" article on workbook page 4.
Reread "Shrouded in Myth," but this time, annotate: circle unfamiliar vocabulary words and write gist statements next to each paragraph. (A gist statement is a short sentence summarizing the central idea of a small chunk of text. As a sample, for paragraph 1, the gist statement is "A king gets a prophecy, so he locks up his daughter.")
Homework:
Read for 20 minutes (anything you'd like!)
Finish circling unfamiliar vocabulary and writing a gist statement under each paragraph of "Shrouded in Myth" on workbook page 4.
Thursday, 9/6 *5th period will be completing this lesson during STING time today and tomorrow to allow students to attend Grade-Level Student Talks during 5th period today*
EL Module 1: Unit 1: Lesson 2
Write today's M1: U1: Learning Targets in your own words.
Referencing back to "Shrouded in Myth" on workbook page 4 as necessary, answer these questions on a sheet of notebook paper:
What makes Acrisios sure he will never have a grandson?
Why was Zeus so drawn to Danae? How did Zeus get to her?
Is this a realistic story? Why or why not?
How was the prophecy from the beginning of the story fulfilled?
Is Perseus a hero? What evidence supports your opinion?
Complete Vocab Word Frayer Models for any three of the words you circled in the "Shrouded in Myth" article during Lesson 1. Prophecy is done for you as a sample.
Receive The Lightning Thief novel, which is each student's responsibility to carry to and from class and read assigned chapters for homework. Lost or damaged novels must be replaced by the student to whom they were assigned.
Homework:
Read The Lightning Thief chapter 1 and complete Row A on The Lightning Thief Reading Calendar. Chapter 1 audio can be used in addition to but not instead of reading.
Friday, 9/7
EL Module 1: Unit 1: Lesson 3
Write today's M1: U1: Learning Targets in your own words.
Remember that a gist statement is a short summary of a chunk of a text. For practice, write this gist statement on a sticky note and stick it to page 15 in your novel: "Percy is a troublemaker, but a loyal friend. He accidentally 'vaporized' his teacher/a monster on a field trip."
Authors use two methods to help readers get to know the characters, or what we call characterization:
First is direct characterization, when an author tells us what a character is like: For example, "Gary is a nice and caring brother and son."
Second is indirect characterization, when an author shows us what a character is like. Remember the acronym "STEAL": Speech, Thoughts, Effect on others, Actions, and Looks. For example, "Gary fed and bathed his younger brother each night while his mother was working, without ever asking for anything in return."
Rick Riordan, like most authors, uses more indirect characterization than direct. Read these quotes about Percy from chapter 1, while determining in your head:
A. What kind of person Percy is being portrayed as, and
B. How Rick Riordan is showing his readers that Percy is that kind of person (S, T, E, A, and/or L) :
"If you're a normal kid, reading this because you think it's fiction, great. Read on."
"Am I a troubled kid? Yeah. You could say that."
"But Mr. Brunner, our Latin teacher, was leading this trip, so I had hopes."
"I hoped the trip would be okay. At least, I hoped that for once I wouldn't get in trouble."
"Grover tried to calm me down. 'It's okay. I like peanut butter.' He dodged another piece of Nancy's lunch. 'That's it.' I started to get up, but Grover pulled me back to my seat."
Complete workbook page 6, using direct quotes from the novel in the "Evidence" sections.
Homework:
Read The Lightning Thief chapter 2 and complete Row B on The Lightning Thief Reading Calendar. Chapter 2 audio can be used in addition to but not instead of reading.
Monday, 9/10
EL Module 1: Unit 1: Lesson 4
Write today's M1: U1: Learning Targets in your own words.
Without looking at your novel, answer the questions on workbook page 9. Absent students should tear out and turn in page 9 when they return to class.
Think about the most important things that happened in chapter 2 and write a 1-2 sentence gist statement for the chapter on a sticky note. Stick it onto page 28 in your novel.
Reread pages 16-18 of The Lightning Thief. Remember that authors can indirectly characterize their characters through Speech, Thoughts, Effects on others, Actions, and Looks ("STEAL").
Complete the remaining rows on workbook page 10 by using the first row as a sample, referencing back to the novel as necessary. The inferences should answer how Percy's responses to challenges show us who he is as a person (which traits/characteristics we learn that he has through his response to the challenge).
Look back at the sentence on page 17 of your novel: "I started feeling cranky and irritable most of the time."
Many words can be defined by looking at the root, prefix, and/or suffix. Knowing the meaning of the roots and affixes can help us decode unfamiliar vocabulary. Look at M1 U1 L4 Word Breakdowns and notice how the parts of the words work together to form the full meaning.
Homework:
Read The Lightning Thief chapter 3 and complete Row C on The Lightning Thief Reading Calendar. Chapter 3 audio can be used in addition to but not instead of reading.
Tuesday 9/11
EL Module 1: Unit 1: Lesson 5
Write today's M1: U1: Learning Targets in your own words.
Without looking at your novel, answer the questions on workbook page 12. Absent students should tear out and turn in page 12 when they return to class.
Think about the most important things that happened in chapter 3 and write a 1-2 sentence gist statement for the chapter on a sticky note. Stick it onto page 43 in your novel.
We learn a lot about Percy through his thoughts in this chapter. Consider what this thought (which Percy has after his mom says his dad would be proud of him) shows about the kind of person Percy is:
"I wondered how she could say that. What was so great about me? A dyslexic, hyperactive boy with a D+ report card, kicked out of school for the sixth time in six years."
Good answers would be "not self-confident," "low self-worth," "frustrated with himself," and "depressed."
Complete workbook page 13. To further focus your thinking, choose one trait that Percy has exhibited throughout the novel so far and write 5ish sentences explaining how the author has shown readers that trait (STEAL).
Receive M1 U1 Mid-Unit Assessment Study Guide, which will focus your thinking for the assessment in Lesson 7.
Homework:
Read The Lightning Thief chapter 4 and complete Row D on The Lightning Thief Reading Calendar. Chapter 4 audio can be used in addition to but not instead of reading.
Wednesday, 9/12
EL Module 1: Unit 1: Lesson 6
Write today's M1: U1: Learning Targets in your own words.
Reread pages 38-40 in The Lightning Thief. Referencing back to the novel as necessary, answer these questions on a sheet of notebook paper:
What is a challenge that Percy faces in pages 38-40? How does he respond?
What does Percy say that he regrets? What does this tell the reader about him?
How does Percy's mom describe his dad in this scene?
Percy says he's "not normal." What does he mean? Why does he say it?
Turn to workbook page 14. What prefixes on that page could Percy have added to the word “normal” to mean the same as “not normal”?
Prefixes are parts of words that come before the root of the word. Knowing the different word parts helps readers decode unfamiliar vocabulary. Look over the list of prefixes on workbook page 14.
Use the prefixes list together with your context clue skills to complete workbook page 15. For the last column, state one or more of the Types of Context Clues.
Homework:
Finish rereading your favorite section of The Lightning Thief and completing Row E on The Lightning Thief Reading Calendar, if not done in class (due Thursday, 9/20).
Review for the Mid-Unit 1 Assessment in Lesson 7 by using this M1 U1 Mid-Unit Assessment Study Guide (received Tuesday).
Thursday, 9/13
No school - Canceled due to inclement weather
Homework:
Catch up on any work/reading necessary.
Review for the Mid-Unit 1 Assessment in Lesson 7 by using this M1 U1 Mid-Unit Assessment Study Guide (received Tuesday).
Friday, 9/14
No School - Canceled due to inclement weather
Homework:
Catch up on any work/reading necessary.
Review for the Mid-Unit 1 Assessment in Lesson 7 by using this M1 U1 Mid-Unit Assessment Study Guide (received Tuesday).
Monday, 8/27
Read "What If...?"s and complete "What If...?"s Scavenger Hunt
Homework:
Read for 20 minutes (anything you'd like!)
Return signed Language Arts Common Letter and Syllabus by Friday, 8/31
Have Language Arts supplies (plastic 2-pocket folder, pencils, highlighters, sticky notes, and page flags) by Tuesday, 9/4
Tuesday, 8/28
Conduct partner interviews and complete Get-to-Know-Me Quilt activity
Homework:
Finish quilt square, if not finished in class, by tomorrow
Read for 20 minutes (anything you'd like!)
Return signed Language Arts Common Letter and Syllabus by Friday, 8/31
Have Language Arts supplies (plastic 2-pocket folder, pencils, highlighters, sticky notes, and page flags) by Tuesday, 9/4
Wednesday, 8/29
Discuss and practice school drill procedures and protocols
Write a letter explaining one of the drills to a future student OR draw a comic strip illustrating students successfully taking part in one of the drills**
Homework:
Finish letter or comic strip, if necessary
Read for 20 minutes (anything you'd like!)
Return signed Language Arts Common Letter and Syllabus by Friday, 8/31
Have Language Arts supplies (plastic 2-pocket folder, pencils, highlighters, sticky notes, and page flags) by Tuesday, 9/4
Thursday, 8/30
Growth mindset activities**
Homework:
Read for 20 minutes (anything you'd like!)
Return signed Language Arts Common Letter and Syllabus by Friday, 8/31
Have Language Arts supplies (plastic 2-pocket folder, pencils, highlighters, sticky notes, and page flags) by Tuesday, 9/4
Friday, 8/31
Due today: Signed Language Arts Common Letter and Syllabus
Book "speed-dating" with our central texts for the year**
Receive and discuss 40 Book Challenge Reading Log
Homework:
Read for 20 minutes (anything you'd like!)
Have Language Arts supplies (plastic 2-pocket folder, pencils, highlighters, sticky notes, and page flags) by Tuesday, 9/4