Students, please join my Google Classroom by accepting the invitation sent to your school email address on 3/25. To manually join, use code 24izh5q. This is the platform HRMS will use to conduct distance learning beginning Monday, 4/13 and going through the rest of this school year.
Email office hours (AParker3@wcpss.net): 1:00-2:00 p.m. Monday through Friday.
Live office hours (Meet link through Google Classroom): 1:00-1:30 p.m. Mondays and Wednesdays.
Stay safe!
-Mrs. Parker
Complete any missing assignments for your classes
Continue reading for your 40 Book Challenge: Keep updating your purple reading logs, and go a little outside your genre comfort zones to read books that are already in your home (or find more using OverDrive and Project Gutenberg, linked below).
Explore supplementary resources: Here are a few free websites/resources that will provide you with educational opportunities to enrich the skills we've been practicing. I'll add more as I find new interesting materials to share.
EReadingGames: Play a variety of games to test your skills with context clues, poetic devices, grammar, figurative language, and more. Most games are mobile-friendly. No log-in is needed.
FreeRice.com: A vocabulary quiz game that donates to the World Food Programme for each correct answer. There are English vocabulary and English grammar questions to practice. No log-in is needed, but creating an account to track your own progress is optional.
NewsELA: Exercise your reading comprehension skills with news articles and paired question sets centered around high-interest current events. Log in with your Google account and connect to my class with code AMXXYF.
Project Gutenberg: A website offering 60,000+ free e-books for download - try a classic like The Wizard of Oz or Alice's Adventures in Wonderland with no log-in needed.
OverDrive: An app for free e-books and audiobooks loaned through local libraries. You will need to create an account and use your Wake County public library card number (or sign up for one online).
NaNoWriMo: Calling all storytellers! Even though National Novel Writing Month is already over, you can write your own original novel any time of the year by accepting a 30-day challenge. Create an account using class code IFAAKKTV or continue your novel, if you started in November.
WCPSS Resources Page: Some additional middle school ELA resources from Wake County.
Stay safe during this time and remember to practice good hygiene and social distancing. Set up new routines to help keep yourself healthy and enrich the learning you have done so far this year. We will get through this together even though our circumstances are keeping us physically apart.
-Mrs. Parker
Use this page to check homework assignments, find extra copies of assignments, and complete classwork during absences.
All work for each day should be completed whether or not a student is present in class, unless otherwise noted. Tests and quizzes should be made up during homeroom or STING the day that students return from absences.
Digital workbook links: Module 1, Module 2, Module 3. Workbook pages can be downloaded and printed, or they can be completed on notebook paper labeled with the page #/name of the assignment.
E-book links: The Lightning Thief, Good Masters! Sweet Ladies!, Flush, World without Fish Graphic Novel
The next week's plans will be added after school each Friday. Future plans will not be available earlier than one week in advance.
Weeks appear Monday-through-Friday, with the newest week on top. For easier navigating, try searching the page (Ctrl+f) for the desired date, lesson number (like Module 1: Unit 1: Lesson 5), workbook page number, assignment name, etc.
Students, join my Google Classroom (directions at the top of this page) for assignments.
Expand blue note (above the gray box) for enrichment ideas and activities.
Teacher workday
Wrapping-up Unit 2:
Turn in Flush POV Paragraph (wkbk p. 46) & Illustration (on white paper)
Turn in Flush novel
Go over Mid-Unit Assessment and Flush Novel Test
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
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.
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
Receive our new class text, World without Fish.
Read page x (black page with white text) through xii (through the line "...than any other generation in history.")
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.
Finish workbook page 3, if necessary.
EL Module 3: Unit 1: Lesson 2
Complete today's M3: U1 Learning Targets
Read pages xii-xvii of World without Fish.
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.
Receive WwF Mid-Unit Vocab, which consists of words embedded in our reading. Review these nightly to deepen understanding of the text, and as preparation for our mid-unit assessment next week. Glue this page to workbook page 4 for ease of access.
Homework:
Reread pages xii-xvii of World without Fish and complete WwF Reading Calendar row B.
Finish workbook pages 5-6, if necessary.
Study WwF Mid-Unit Vocab for our assessment: Quizlet link
EL Module 3: Unit 1: Lesson 3
Complete today's M3: U1 Learning Targets
Read pages xviii-xxiii of A World Without Fish.
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 (Kram & Ailat Part 1) and complete WwF Reading Calendar row C.
Finish workbook pages 7-9, if necessary.
Study WwF Mid-Unit Vocab for our assessment: Quizlet link
EL Module 3: Unit 1: Lesson 4
Complete today's M3: U1 Learning Targets
Read pages 1-19 of World without Fish.
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 (Kram & Ailat Part 2) page 20 and complete WwF Reading Calendar row D.
Study WwF Mid-Unit Vocab for our Mid-Unit Assessment on Thursday
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Library circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Study WwF Mid-Unit Vocab for our Mid-Unit Assessment on Thursday
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 (Kram & Ailat Part 3) and complete WwF Reading Calendar row E.
Study WwF Mid-Unit Vocab for our Mid-Unit Assessment on Thursday
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
EL Module 3: Unit 1: Lesson 6
Complete today's M3: U1 Learning Targets
Read pages 39-49 of World without Fish.
Take Mid-Unit 1 Assessment (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 grade for fourth quarter.
Receive End-of-Unit Assessment Vocab
Homework:
Read page 50 of World without Fish (Kram & Ailat Part 4) and complete WwF Reading Calendar row F.
Study End-of-Unit Assessment Vocab for our test next week
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
EL Module 3: Unit 1: Lesson 7
Complete today's M3: U1 Learning Targets
Read pages 51-61 of World without Fish.
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:
Finish workbook pages 15-16, if necessary.
Re-read pages 52-61 of World without Fish and complete Complete WwF Reading Calendar row G.
Study End-of-Unit Assessment Vocab for our test next week
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Library Circulation
Receive Flush Study Guide, which we will have time in class to complete tomorrow
Homework:
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our vocabulary quiz Wednesday, which will cover chapters 19-21: Quizlet for Ch. 19-21
Make sure your Flush Reading Calendar is ready to turn in tomorrow
Complete M3: U2 Learning Targets for Lesson 12 (we are working out of order)
Turn in Flush Reading Calendar
Work on Flush Study Guide
Homework:
Finish your Flush Study Guide and use it to prepare for tomorrow's Flush novel test
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our vocabulary quiz tomorrow, which will cover chapters 19-21: Quizlet for Ch. 19-21
Take Flush Vocab Quiz: Ch. 19-21 (Absent students should see Mrs. Parker during Homeroom or STING on the day they return to school to make up this quiz)
Take Flush novel test (Absent students should see Mrs. Parker during Homeroom and STING the day they return to school to make up this assessment)
Homework:
Complete Flush Reader's Review on workbook page 50 (due tomorrow, 3/5)
Bring coloring supplies tomorrow and Friday
Tear out and turn in workbook page 50
EL Module 3: Unit 2: Lesson 10 (we are working out of order)
Complete M3: U2 Learning Targets for Lesson 10
Return to Flush POV Paragraph (wkbk p. 46), started in class on 2/26, due 3/2:
Using your textual evidence, use a blank sheet of printer paper to begin creating 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 full-size detailed image).
Label specific people and objects using details mentioned in the scene in the novel, and make inferences to fill in the details that are not specifically mentioned in the book.
This assignment will be graded on color, details (including labels), accuracy of perspective, and overall effort.
Homework:
Bring coloring supplies again tomorrow
Have your M3: U2 Learning Targets ready to turn in tomorrow after we complete Lesson 11
EL Module 3: Unit 2: Lesson 11 (we are working out of order)
Complete M3: U2 Learning Targets for Lesson 11
Turn in M3: U2 Learning Targets
Finish creating your detailed, full-page, full-color illustration of the "snapshot" from the novel that you began yesterday [based on what you wrote for Flush POV Paragraph (wkbk p. 46)]. Remember to label specific people and objects, and make inferences to fill in the details that are not specifically mentioned in the book.
Homework:
Finish your illustration by Tuesday, 3/10, if necessary. Make sure Flush POV Paragraph (wkbk p. 46) is ready to be torn out and turned in with it.
EL Module 3: Unit 2: Lesson 7
Complete today's M3: U2 Learning Targets
Take Flush Vocab Quiz: Ch. 7-9 (Absent students should see Mrs. Parker during Homeroom or STING on the day they return to school to make up this quiz)
Read the excerpt of "Florida 'A Paradise of Scandals' Excerpt 1" on workbook page 39. 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 40.
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.
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our vocabulary quiz on Wednesday, which will be over chapters 10-12: Quizlet for Ch. 10-12.
EL Module 3: Unit 2: Lesson 8
Complete today's M3: U2 Learning Targets
Decide where on a plot diagram you think we are at this point of the Flush novel.
Read the excerpt of "Florida 'A Paradise of Scandals' Excerpt 2" on workbook page 42. 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 43.
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 and complete Row H of your Flush Reading Calendar. You will have a reading quiz tomorrow.
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our vocabulary quiz tomorrow, which will be over chapters 10-12: Quizlet for Ch. 10-12.
EL Module 3: Unit 2: Lesson 9
Complete today's M3: U2 Learning Targets
Take Flush Vocab Quiz: Ch. 10-12 (Absent students should see Mrs. Parker during Homeroom or STING on the day they return to school to make up this quiz)
Decide where on a plot diagram you think we are at this point of the Flush novel.
Complete Flush POV Paragraph and glue the activity to workbook page 46.
Homework:
Read Flush chapters 15 and 16 and complete Row I of your Flush Reading Calendar.
Review Flush Novel Vocabulary (glued to workbook page 24-25) for chapters 13-15: Quizlet for Ch. 13-15.
Finish Flush POV Paragraph (wkbk p. 46) by Monday!
Complete Flush Activities: Ch. 13-15
Homework:
Read Flush chapters 17 AND 18 (adjustment to Reading Calendar) and complete Row J of your Flush Reading Calendar.
Finish Flush POV Paragraph (wkbk p. 46) by Monday!
Review Flush Novel Vocabulary (glued to workbook page 24-25) for chapters 16-18: Quizlet for Ch. 16-18.
Complete Flush Activities: Ch. 16-18
Homework:
Read Flush chapters 19-21 and complete Row K of your Flush Reading Calendar. Make sure your finished Reading Calendar is ready to turn in next Tuesday.
Finish Flush POV Paragraph (wkbk p. 46) by Monday!
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our vocabulary quiz next Wednesday, which will be over chapters 19-21: Quizlet for Ch. 19-21.
Bring library books to return on Monday!
No school
No school
EL Module 3: Unit 2: Lesson 5
Complete today's M3: U2 Learning Targets
Take Flush Vocab Quiz: Ch. 4-6 (Absent students should see Mrs. Parker during Homeroom or STING on the day they return to school to make up this quiz)
Take M3: U2: Mid-Unit Assessment (Absent students should see Mrs. Parker during Homeroom or STING on the day they return to school to make up this assessment)
Homework:
Read Flush chapter 8 and complete Row E of your Flush Reading Calendar. You will have a reading quiz tomorrow.
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our vocabulary quiz on Friday, which will be over chapters 7-9: Quizlet for Ch. 7-9.
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 36. 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 the "Five Creative Tips..." article on workbook page 36 to complete the Carl Hiaasen's Perspective graphic organizer on workbook page 37. 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 and complete Row F of your Flush Reading Calendar. You will have a reading quiz tomorrow.
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our vocabulary quiz tomorrow, which will be over chapters 7-9: Quizlet for Ch. 7-9.
Inclement Weather Day
Periods 1, 2, & 3:
Library Circulation
Period 4:
Turn in Flush Pre-Reading Packet
Go over Q2 EOG practice test
Go over M2 U3 Mid-Unit Assessment
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
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
Receive Flush Novel Vocabulary and paste the two pages onto workbook pages 24 and 25.
Study these periodically -- we will have in-class vocabulary quizzes approximately every three chapters.
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 dad?
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 and complete Row A of your Flush Reading Calendar. You will have a reading quiz next class.
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our vocabulary quiz on Thursday, which will be over chapters 1-3: Quizlet for Ch. 1-3.
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?
Glue Ch. 1-3 Plot Development onto workbook page 27 and record your thoughts in the first row.
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 also help authors 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. In the middle column, label each quote as an internal Though (T), spoken Word (W), or physical Action (A).
Also circle figurative language in the quotes, if there is any.
In the last column, write 1-2 tone words that describe the feelings created by the quote(s) you chose. Use this List of Tone Words if you can't think of any!
Page 26 Sample -- finish the last row on your own about Dusty or the Coral Queen.
Homework:
Finish reading Flush chapters 2-3 and complete Row B of your Flush Reading Calendar. You will have a reading quiz next class.
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our vocabulary quiz tomorrow, which will be over chapters 1-3: Quizlet for Ch. 1-3.
EL Module 3: Unit 2: Lesson 3
Complete today's M3: U2 Learning Targets
Take Flush Vocab Quiz: Ch. 1-3 (*absent students should see Mrs. Parker during homeroom or STING to make up this quiz*)
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? Make notes about these thoughts on the Ch. 1-3 Plot Development glued onto workbook page 27.
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 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 old 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?
Complete workbook page 29. Remember to 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 and complete Row C of your Flush Reading Calendar. You will have a reading quiz next class.
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our next vocabulary quiz, which will be next Wednesday over chapters 4-6: Quizlet for Ch. 4-6.
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.
Guide for page 33 - finish the rest on your own.
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 graphic organizer on workbook page 32. Remember to 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 and complete Row D of your Flush Reading Calendar. You will not have a reading quiz next class due to the assessment.
For next Wednesday's mid-unit assessment, review the following:
Point of View graphic organizers on workbook pages 26, 29, and 32.
Tone words glued onto workbook page 30.
Plot Development graphic organizer on workbook pages 27 and 33.
Reading Calendar rows A-D.
Study Flush Novel Vocabulary (glued to workbook page 24-25) for our next vocabulary quiz, which will be on Wednesday over chapters 4-6: Quizlet for Ch. 4-6.
Monday, 2/3
Receive Flush Pre-Reading Packet (*absent students should ask Mrs. Parker for their materials during Homeroom when return to school*).
ELA Benchmark Testing
All students should bring a novel to read and/or some quiet work to do when they are finished with their online tests.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log
Finish Flush Pre-Reading Packet by Thursday, 2/6.
Tuesday, 2/4
ELA Benchmark Testing
All students should bring a novel to read and/or some quiet work to do when they are finished with their online tests.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log
Finish Flush Pre-Reading Packet by Thursday, 2/6.
Wednesday, 2/5
ELA Benchmark Testing
All students should bring a novel to read and/or some quiet work to do when they are finished with their online tests.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log
Finish Flush Pre-Reading Packet by Thursday, 2/6.
Thursday, 2/6
Turn in Flush Pre-Reading Packet
Go over Q2 EOG practice test
Go over M2 U3 Mid-Unit Assessment
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log
Friday, 2/7
Inclement weather day -- no school
Monday, 1/27 *Bring coloring supplies*
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's name (you!) somewhere on the front of your paper.
Homework:
Make sure your 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 on Thursday.
Tuesday, 1/28
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 preferably this Friday, 1/31, or, if needed next Wednesday, 2/5, during STING time).
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Have M2: U3 Learning Targets ready to turn in on Thursday.
Wednesday, 1/29
No School - Teacher Workday
Thursday, 1/30
Turn in finished M2: U3 Learning Targets
Digital portfolio upload day for ELA artifacts -- absent students should plan to attend STING on Monday, 2/3 and/or Tuesday, 2/4 to complete their artifact uploads
All students should bring a novel to read and/or some quiet work from other classes to work on for when they are finished uploading their artifacts.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Friday, 1/31
Digital portfolio upload day for ELA artifacts -- absent students should plan to attend STING on Monday, 2/3 and/or Tuesday, 2/4 to complete their artifact uploads
All students should bring a novel to read and/or some quiet work from other classes to work on for when they are finished uploading their artifacts.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Monday, 1/20
No school
Tuesday, 1/21
Library Circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Wednesday, 1/22
EL Module 2: Unit 3: Lesson 6
Complete today's M2: U3 Learning Targets
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.
On Friday, you came up with two story possibilities for your concrete poem. Look back at your two stories on page 2 of your Planning Packet and choose the one that you will use as the narrative you'll use to write the final 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 a small amount of 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 a small amount of class time tomorrow to finish up the rough draft).
If desired, bring a personal laptop or tablet with keyboard to type poem final draft on Thursday and Friday (though neatly handwritten is perfectly fine as well).
Thursday, 1/23 *If desired, bring a personal laptop or tablet with keyboard to type your poem*
EL Module 2: Unit 3: Lesson 7
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 -- pay special attention to the word count! Make any necessary changes, additions, and/or corrections before moving on.
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.
Students who are ready may begin typing their final drafts in class today.
Homework:
Finish pages 4 and 5 of your Concrete Poem Planning Packet, if necessary. (The finished poem will be due Tuesday, 1/28.)
If desired, bring a personal laptop or tablet with keyboard to type poem final draft tomorrow (though neatly handwritten is perfectly fine as well).
Friday, 1/24 *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 Monday, 1/27; 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.
Bring coloring supplies on Monday.
Have M2: U3 Learning Targets ready to turn in on Tuesday.
Monday, 1/13
EL Module 2: Unit 3: Lesson 4
Complete today's M2: U3 Learning Targets
Independent poetry analysis assignment (Absent students should see Mrs. Parker during Homeroom and/or STING on Wednesday to make up this assignment)
Homework:
Read for 20+ minutes (anything you'd like!) and complete Reading Tracker row 4 (third row on the page) on workbook page 112.
Make sure your 40 Book Challenge reading log is ready to turn in on Thursday, 1/16.
Tuesday, 1/14
Poetry Practice (absent students should see Mrs. Parker during Homeroom/STING when they return to receive a printed packet)
Homework:
Read for 20+ minutes (anything you'd like!) and complete Reading Tracker row 5 (last row) on workbook page 112. Make sure your Reading Tracker is ready to be turned in on Thursday, 1/16.
Make sure your 40 Book Challenge reading log is ready to turn in on Thursday, 1/16.
Wednesday, 1/15
Begin Q2 EOG practice test (Absent students should see Mrs. Parker during Homeroom and/or STING to make up this practice test)
Homework:
Make sure your Reading Tracker on workbook pages 111-112 is complete and ready to be turned in on Thursday, 1/16.
Make sure your 40 Book Challenge reading log is ready to turn in on Thursday, 1/16.
Thursday, 1/16
Tear out and turn in workbook page 111/112 (Reading Tracker).
Turn in your 40 Book Challenge reading log for quarter 2 review.
Finish Q2 EOG practice test (Absent students should see Mrs. Parker during Homeroom and/or STING to make up this practice test)
Homework:
Complete any and all missing work ASAP. All late work is due no later than Wednesday, 1/22.
Friday, 1/17
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:
Finish writing your two compelling stories on page 2 of your Concrete Poem Planning Packet, if necessary.
Complete any and all missing work ASAP. All late work is due no later than Wednesday, 1/22.
Launch EL Module 2: Unit 3
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 109, 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, like "homelessness," 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.
Read the poem "Advanced English" on workbook page 114. Use the information below to complete the Modern Voices Graphic Organizer for the poem on workbook page 113:
Challenge: The narrator's crush cheats in school.
Evidence: "Oh, I didn't read those [books]. I just sort of checked them out on the Internet."
Inference: The narrator probably regrets wasting time reading her crush's book list.
Read the poem "TyranosaurBus Rex" on workbook pages 115-116. Use the information below to complete the Modern Voices Graphic Organizer for the poem on workbook page 117:
Challenge: Children don't like to ride the bus to school.
Evidence: "They don't want to, but they must."
Inference: Some kids probably think riding the bus is thrilling, but others think it's scary.
Homework:
Read "My Sister is Crazy" on workbook page 121 and complete the Modern Voices Graphic Organizer on workbook page 122.
Library Circulation
Homework:
Read a novel and update your 40 Book Challenge reading log.
EL Module 2: Unit 3: Lesson 1
Complete today's M2: U3 Learning Targets
Examine the graphics and structure of the poem "Angels" on workbook page 124. 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 125 by comparing and contrasting the visual and audio experiences of the poem "Angels." Sample
Read the poem "Bad Hair Day" on workbook page 126.
Now read the article "Utah 15-Year-Old Suspended after Dyeing Her Hair a ‘Distracting’ Red" on page 127, 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 128. Sample
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 111.
Come ready to share about your independent reading tomorrow at the start of class.
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 129.
Read the poem "The Thank-You Letter" on workbook page 131 and complete the Modern Voices Graphic Organizer on workbook p. 132. Sample
Read the poem "The Wall" on workbook page 133 and complete the "'I Think...What Do You Think?' Scavenger Hunt" on workbook page 134 (Absent students should just complete the "I Think..." column.).
Homework:
Read for 20+ minutes (anything you'd like!) and complete Reading Tracker row 2 (the top row on the page) on workbook page 112.
Come ready to share about your independent reading tomorrow at the start of class.
EL Module 2: Unit 3: Lesson 3
Complete today's M2: U3 Learning Targets
Reread the poem "The Thank You Letter" on workbook page 131, thinking about how John Grandits’ 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 136.
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 137.
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 130.
Homework:
Read for 20+ minutes (anything you'd like!) and complete Reading Tracker row 3 (second row on the page) on workbook page 112.
Prepare for independent poetry analysis activities next week by doing the following:
Review workbook pages on Comparing Genres
Review workbook pages on Comparing Audio to Visual
Review workbook pages on Modern Voices Graphic Organizers
Spend time reading and updating your 40 Book Challenge! Warm holiday wishes, and happy new year!
EL Module 2: Unit 2: Knights & Crusades
On your M2: U2 Learning Targets, cross out lessons 9-13 and then turn in your warm-up (absent students should do so the day they return to class).
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.
Finish unfinished pages from last week's Jigsaw (workbook p. 77-80 & 82-89), if necessary.
Homework:
Read "Isobel, the Lord's Daughter" in GM!SL! (audio to accompany) and complete the Adversity Graphic Organizer on workbook page 100, including a theme at the bottom (use the steps from Hugo's organizer on page 58 as a guide for how to complete the organizer).
EL Module 2: Unit 2: Glassblowing
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.
Finish unfinished pages from last week's Jigsaw (workbook p. 77-80 & 82-89), if necessary.
Homework:
Read "Nelly, the Sniggler" in GM!SL! (audio to accompany) and complete the Adversity Graphic Organizer on workbook page 101, including a theme at the bottom (use the steps from Hugo's organizer on page 58 as a guide for how to complete the organizer).
EL Module 2: Unit 2: Falconry
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.
Last day to finish unfinished pages from last week's Jigsaw (workbook p. 77-80 & 82-89), if necessary.
Homework:
Read "Drogo, the Tanner's Apprentice" in GM!SL! (audio to accompany) and complete the Adversity Graphic Organizer on workbook page 106, including a theme at the bottom (use the steps from Hugo's organizer on page 58 as a guide for how to complete the organizer).
On a sticky note or scrap of paper, make a list of the 6 characters that you feel faced the harshest adversities in all of Good Masters! Sweet Ladies!
EL Module 2: Unit 2: Adversity Debate Prep Day
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.
On Friday, we will be holding a class-wide fishbowl discussion (somewhat like a debate). We will be using this Adversity Fishbowl Note-Catcher to capture our thinking and organize our thoughts today. You will be allowed to use your note-catcher during the debate.
From the list of six characters you brainstormed last night, pick your top three that lived the most difficult lives overall.
Use those three characters to complete Side A, the "claims" part of the note-catcher: Go back into the characters' stories, list all of their adversities, find at least one piece of direct textual evidence (word-for-word quotes, one full sentence or longer for each), and explain in your own words what made that character's adversities so difficult to live with.
Use the other three characters to complete Side B, the "counter-claims" part of the note-catcher: List the characters' adversities, but then explain in your own words why their lives weren't quite as bad as the other characters' (either that their adversities simply weren't as severe, or that they were balanced out by positive things in the characters' lives).
Practice debating with your classmates using the discussion stems at the bottom of the Note Catcher for tomorrow's fishbowl discussion.
Homework:
Finish your Adversity Fishbowl Note-Catcher and familiarize yourself with your claim and counter-claim.
Review the discussion stems at the bottom of the note-catcher and be prepared to discuss your points with the class tomorrow!
EL Module 2: Unit 2: Adversity Debate
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, 1/8 for a make-up Fishbowl opportunity.**
Homework:
Spend time reading and updating your 40 Book Challenge reading log over winter break!
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.
We will be "jigsawing" monologues with our groups to give information to and get information from others. Read any TWO of the following monologues: "Constance, the Pilgrim" (GM!SL! p. 20-21), "Lowdy the Varlet's Child" (GM!SL! p. 60-61), "Otho, the Miller's Son" (GM!SL! p. 27-29), "Will, the Plowboy" (GM!SL! p. 10-11) [audio linked for all].
Use your TWO chosen monologues from above to complete the corresponding figurative language activities in your workbook: Constance = 77; Lowdy = 78; Otho = 79; Will = 80.
Write a theme for each monologue below the figurative language charts on both pages.
Homework:
Finish your two monologues' figurative language pages (including themes!), if necessary.
Read GM!SL! pages 58-59 as some background about religious persecution against Jewish people in the Middle Ages. Then read "Jacob Ben Salomon, the Moneylender's Son and Petronella, the Merchant's Daughter" (GM!SL! p. 50-57) and complete the Adversity Graphic Organizer on workbook page 81, including a theme at the bottom (use the steps from Hugo's organizer on page 58 as a guide for how to complete the organizer).
Library Circulation
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
EL Module 2: Unit 2: Lesson 7a
Complete today's M2: U2 Learning Targets
Share a theme from the dialogue you read for homework Monday night.
Use the same TWO monologues you read on Monday to complete the appropriate Text-Dependent Questions workbook pages: Constance = 82-83; Lowdy = 84-85; Otho = 86-87; Will = 88-89.
Groups will begin "jigsawing" to share their thoughts on each of the four characters. If you are absent, write "absent 12/11" on the pages for the characters you were not responsible for (all of the other characters' activities on pages 70-89).
Homework:
Read "Alice, the Shepherdess" (GM!SL! p. 14-17) and take notes about her adversities, evidence, whether or not we face the same adversities, and a theme in the space on workbook page 90 (ignore the directions on that page and just use the lines to write on).
EL Module 2: Unit 2: Lesson 7b
Review yesterday's M2: U2 Learning Targets
Groups will finish "jigsawing" to share their thoughts on each of the four characters. **If you are absent, write "absent 12/12" on the pages for the characters you were not responsible for (all of the other characters' activities on pages 70-89).**
Students will get a chance to go over the figurative language (workbook p. 77-80) and text-dependent (wkbk p. 81-89) questions with Mrs. Parker's help. If you are absent today, see Mrs. Parker during homeroom with specific questions.
Homework:
For your assessment tomorrow:
Read "A Little Background: Towns and Freedom" (GM!SL! p. 65-65; audio to accompany) and "Pask, the Runaway" (GM!SL! page 62-63; audio to accompany).
Review these pages in your workbook:
Adversity Graphic Organizers: workbook pages 58, 59, 67-69, 76, and 81,
Figurative Language pages: Reference Sheet on workbook page 60-62 and practice activities on pages 63, 70, and the ones you completed for your Jigsaw (77-80), and
Text-Dependent Questions: workbook pages 64-65, 71-74, and the one you completed for your Jigsaw (82-89).
EL Module 2: Unit 1: Lesson 8
Complete today's M2: U2 Learning Targets
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:
Catch up on any missed work/readings.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
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)
Tear out and turn in workbook pages 4-20; graded pages are 5-7, 9-10, and 13-20.
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).
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 helps us identify themes (lessons) from the story.
Consider the adversities that Barbary faced in the monologue.
Consider what theme (life lesson) that we as modern readers can learn from Barbary's story.
Homework:
Read for 20+ minutes (whatever you'd like!) and update your 40 Book Challenge reading log.
EL Module 2: Unit 2: Lesson 2
Receive new M2: U2 Learning Targets and complete today's targets
Complete today's M2: U2 Learning Targets
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).
Complete the Adversity Graphic Organizer on workbook page 58:
First column: Write a specific adversity that the character faced.
"Hugo faced extreme pressure from his uncle."
Middle column: Find and record a direct quote from the monologue that illustrates the adversity in the text. Include the page number.
"'Help kill the boar, and I'll give you the kidneys -- turn tail and I'll have the skin off your back.' (page 2)"
Last column: Answer yes or no, and explain why you think so.
Yes, because families still have very high expectations for kids.
Underneath the chart: Write a one-sentence theme (life lesson) that readers can learn from the way the character handled of their adversity.
High pressure can make people achieve more than they though was possible.
Homework:
Read "Giles, the Beggar" in GM!SL! (audio to accompany) and complete the Adversity Graphic Organizer on workbook page 59, including a theme at the bottom (use the steps from Hugo's organizer on page 58 as a guide for how to complete the organizer).
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 60-62.
Use the Figurative Language Reference Sheet to complete workbook page 63, 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 64-65 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) andcomplete the Adversity Graphic Organizer on workbook page 67, including a theme at the bottom (use the steps from Hugo's organizer on page 58 as a guide for how to complete the organizer).
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?)
Go over Hugo's questions from yesterday.
Closely read "Taggot, the Blacksmith's Daughter" (GM!SL! p. 5-9) twice through (audio to accompany).
Complete the Adversity Graphic Organizer on workbook page 68:
First column: Write a specific adversity that the character faced.
Middle column: Find and record a direct quote from the monologue that illustrates the adversity in the text. Include the page number.
Last column: Answer yes or no, and explain why you think so.
Underneath the chart: Write a one-sentence theme (life lesson) that readers can learn from the way the character handled of their adversity.
Homework:
Read "Mogg, the Villein's Daughter" in GM!SL! (audio to accompany) and complete the Adversity Graphic Organizer on workbook page 69, including a theme at the bottom (use the steps from Hugo's organizer on page 58 as a guide for how to complete the organizer).
EL Module 2: Unit 2: Lesson 5
Complete today's M2: U2 Learning Targets
Use the Figurative and Literal Language Reference Sheet on workbook pages 60-62 to complete workbook page 70, 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 74 to analyze the words and phrases the author chose to create tone in "Taggot, the Blacksmith's Daughter.
Homework:
Read "Jack, the Half-Wit" in GM!SL! (audio to accompany) and complete the Adversity Graphic Organizer on workbook page 76, including a theme at the bottom (use the steps from Hugo's organizer on page 58 as a guide for how to complete the organizer).
Middle Ages Text Practice 1 (absent students can pick up their packets when they return to class)
Homework:
Read for 20+ minutes (whatever you'd like!) and update your 40 Book Challenge reading log.
Middle Ages Text Practice 2 (absent students can pick up their packets when they return to class)
Homework:
Read for 20+ minutes (whatever you'd like!) and update your 40 Book Challenge reading log.
Thanksgiving Break -- Enjoy time with your families!
Book fair! Bring money to buy great books! (You can return with a pass from a teacher during homeroom or class time the rest of this week too.)
EL Module 2: Unit 1: Lesson 9
Complete today's M2 U1 Learning Targets
This week, we will be using your Researcher's notebook (workbook pages 17-20) to write an informative essay on the prompt and expectations outlined on workbook page 43. Read over the information on that page.
Now read the model essay on workbook page 44. 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 tools used to fairly score open-ended answers (like narratives and essays) on a set of clearly-defined expectations. Study the essay rubrics on workbook pages 46-47. Now reread the essay on page 44 and determine how well it fits the criteria at each level of the rubric.
Justify (explain) your thinking on workbook page 48, 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: "This essay deserves a level [#] because..." (The scores can be different for the different rows, like a 3 for C&A and a 4 for CoE.)
For your own upcoming essay, select three distinct adversities to use from the quotes you collected in your Researcher's notebook pages 18-20. Put a star on one quote for each adversity.
Complete workbook page 49 using the adversities from the quotes 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 pages 48-49.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
EL Module 2: Unit 1: Lesson 10
Complete today's M2 U1 Learning Targets
A big part of the model essay on page 44 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 50.
At the very top of workbook pages 51-53, write one adversity per page that you will be using in your own essay (look back at the homework from Lesson 9 if you do not remember your choices).
Top Boxes: In the "Introduce the Adversity" boxes on pages 51-53, Write one sentence introducing the adversity that is being discussed on that page: One adversity [serfs and peasants/lords and ladies] faced was...
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."
Middle Boxes: Look back at the quote sections of your Researcher's notebook pages 17-20. You should have chosen one quotes related to each of your chosen adversities and marked them with stars yesterday. Write your chosen quote for each adversity into the "Include the Evidence" box of the appropriate Quote Sandwich: First state where your information came from (title, author, OR source), and then write your quote word-for-word into the middle section of the Quote Sandwich you're using for that adversity: In [title], it says "[direct quote]." OR According to [author/source], "[direct quote]."
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.'"
Bottom Boxes: "Explain the Evidence" should go beyond just restating what the quote says. Instead, write one sentence explaining why your group faced the adversity and what was so difficult about enduring that adversity for each Quote Sandwich: This made life difficult because...
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 50 to see a completed model.
Homework:
Finish all three Quote Sandwiches on workbook pages 51-53.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
EL Module 2: Unit 1: Lesson 11
Complete today's M2 U1 Learning Targets AND the learning targets for Lesson 12. We will be working toward both sets of targets in today's class period.
Use your finished Quote Sandwiches to begin writing the M2 U1 Adversity Essay. Use the first page as directions, and the second and third page to actually write your essay onto.
Homework:
If necessary, finish the M2 U1 Adversity Essay.
Make sure M2 U1 Learning Targets are ready to turn in after we do Lesson 12 tomorrow -- we are skipping Lesson 13!
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
EL Module 2: Unit 1: Lesson 12
Turn in M2 U1 Learning Targets (absent students should do this the day they return to school) -- remember, we are skipping Lesson 13, so it can remain blank.
Today's applicable learning targets are to:
Use a rubric to score my own adversity essay
Reflect on my writing to identify strengths and areas of need
Use the Adversity Essay Self-Reflection to assess your own work. The essay itself AND your assessment of your own essay will both count as a grade, so be thoughtful and thorough in your responses.
Turn in your essay and reflection if you were able to finish both in class today. If not, finish for homework over the weekend.
Homework:
If necessary, finish any unfinished portion of the M2 U1 Adversity Essay, as well as your Adversity Essay Self-Reflection. (You can turn them in on Monday for full credit if you did not finish and turn in your essay and reflection today.)
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
No school - Veterans' Day
Library Circulation
Homework:
By Wednesday, 11/13, finish the L5 Summary Graphic Organizer to paste onto workbook page 16, and the paragraph on workbook page 15.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
EL Module 2: Unit 1: Lesson 6
Complete today's M2 U1 Learning Targets
Look over the structure of the "Researcher's Notebook" on workbook pages 17-20. We will be using these organizers for data collection over the coming days.
Decide which group of people you'd most like to learn more about the adversities of: Serfs & Peasants (more adversities) OR Lords & Ladies (fewer/less obvious adversities).
Read the three-article text-set pertaining to your chosen group:
Serfs/Peasants: workbook pages 21-26
Lords/Ladies: workbook pages 27-31
On workbook page 17, 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 18.
In the Relevant Details space, write three sentence-long direct quotes from the text.
In the Summary lines, write a one- to two-sentence summary that includes the name of your chosen group, the word "adversities" (or a near-synonym), and a brief version of the main ideas from each quote.
Homework:
If you have not completed workbook pages 17-18, finish them for homework tonight.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
EL Module 2: Unit 1: Lesson 7
Complete today's M2 U1 Learning Targets
Return to the "Researcher's Notebook" on workbook pages 17-20. Use Texts 2 and 3 (Serfs & Peasants: p. 23-26 / Lords & Ladies: 29-31) from the same three-article text-set from the same group you chose yesterday to complete the "Researcher's notes" page for Text 2 (workbook p. 19) and Text 3 (workbook p. 20).
Homework:
As preparation for tomorrow:
Finish any unfinished portion of the Researcher's Notebook on workbook pages 17-20.
Review the text-dependent questions on workbook pages 5-7 and 13-14.
Pre-read one of the two texts below for tomorrow's M2: U1: Mid-Unit Assessment, which will include multiple-choice text-dependent questions and one "Researcher's notes" task card page from a new article about the plague (choose ONE) -- you may annotate, look up unknown words, and highlight quotes from the text in advance:
"Dark Death" (workbook pages 32-35)
"Life in the Time of the Black Death" (workbook pages 36-38)
EL Module 2: Unit 1: Lesson 8
Complete today's 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.
Bring money for the Book Fair on Monday!
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?
Read "'Middle Ages' Excerpt 1" on workbook page 2.
Complete the Exit Ticket on workbook page 1.
Homework:
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Make sure Percy's Hero's Journey: Act 1, Percy's Hero's Journey: Act 2, and Percy's Hero's Journey: Act 3 are ready to turn in by Friday, 11/8.
Have Hero's Journey Project ready to turn in by Friday, 11/8!
EL Module 2: Unit 1: Lesson 2
Complete today's M2 U1 Learning Targets
Reread "'Middle Ages' Excerpt 1" on workbook page 2.
Revisit the passage, this time circling important vocabulary terms (2+ per paragraph).
Identify one or more adversities, or hardships, 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 5-7 using direct quotes from the text.
Homework:
Finish answering questions #1-8 on workbook pages 5-7, if necessary.
Make sure Percy's Hero's Journey: Act 1, Percy's Hero's Journey: Act 2, and Percy's Hero's Journey: Act 3 are ready to turn in by Friday, 11/8.
Have Hero's Journey Project ready to turn in by Friday, 11/8!
EL Module 2: Unit 1: Lesson 3
Complete today's M2 U1 Learning Targets
Return to "'Middle Ages' Excerpt 1" on workbook page 2.
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 9. 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: Something like, "Regardless of social position, everyone in medieval society faced adversities."
Write the main idea and these same details into a paragraph on workbook page 10 (ignore the directions on that page and just use the lines for the paragraph using these directions):
Write the main idea sentence first.
Then write the "Key detail" boxes from paragraph 2 and paragraph 3 as individual sentences.
Finally, combine "Key detail" boxes 4-5 and 6-7 into 2 compound sentences (instead of writing four simple sentences with just one idea each).
Your paragraph should be exactly 5 sentences total: 1 main idea, and 4 sentences from the "Key detail" boxes.
Homework:
Finish the graphic organizer on workbook page 9 and the paragraph on workbook page 10, if necessary.
Make sure Percy's Hero's Journey: Act 1, Percy's Hero's Journey: Act 2, and Percy's Hero's Journey: Act 3 are ready to turn in by Friday, 11/8.
Have Hero's Journey Project ready to turn in by Friday, 11/8!
EL Module 2: Unit 1: Lesson 4
Complete today's M2: U1 Learning Targets
Read "'Middle Ages' Excerpt 2" on workbook pages 11-12.
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 13-14 using direct quotes from the "Middle Ages" text.
Homework:
Finish answering questions #1-8 on workbook pages 13-14 using direct quotes from the "Middle Ages" text.
Make sure Percy's Hero's Journey: Act 1, Percy's Hero's Journey: Act 2, and Percy's Hero's Journey: Act 3 are ready to turn in by Friday, 11/8.
Have Hero's Journey Project ready to turn in by Friday, 11/8!
Due today: Percy's Hero's Journey: Act 1, Percy's Hero's Journey: Act 2, Percy's Hero's Journey: Act 3, and Hero's Journey Project!
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 this 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 L5 Summary Graphic Organizer on top of workbook page 16 when you are finished.
Write the main idea and these same details into a paragraph on workbook page 15 (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 4-5 compound sentences (instead of writing six simple sentences with just one idea each). Your paragraph should be 5-6 sentences total.
Homework:
By Wednesday, 11/13, finish the L5 Summary Graphic Organizer to paste onto workbook page 16, and the paragraph on workbook page 15.
Read for 20+ minutes (anything you'd like!) and update your 40 Book Challenge Reading Log.
Turn in TLT Reading Calendar 2 (absent students should do so on the day they return to class)
Turn in The Lightning Thief novel (absent students should do so on the day they return to class); lost or damaged novels will have to be replaced by the student to whom they were assigned.
Take The Lightning Thief novel test (absent students should see Mrs. Parker during Homeroom/STING on the day they return to school to make up this test)
Begin working on Percy's Hero's Journey: Act 2 and Percy's Hero's Journey: Act 3.
Homework:
Finish Percy's Hero's Journey: Act 2 and Percy's Hero's Journey: Act 3 by Wednesday, 10/30.
If you have lost Percy's Hero's Journey: Act 1, re-complete that page as well.
Scholastic book orders are due online by the time you go to bed on Wednesday! If you see any October books that you want, visit clubs.scholastic.com and use class code PDDTZ by 10/30!
Library circulation
Homework:
Finish Percy's Hero's Journey: Act 2 and Percy's Hero's Journey: Act 3 by Wednesday, 10/30.
If you have lost Percy's Hero's Journey: Act 1, re-complete that page as well.
Scholastic book orders are due online by the time you go to bed on Wednesday! If you see any October books that you want, visit clubs.scholastic.com and use class code PDDTZ by 10/30!
Go over Percy's Hero's Journey: Act 2 and Percy's Hero's Journey: Act 3
Review answers to EOG Practice Test (taken 10/17)
Begin working on Hero's Journey Project (this assignment is on legal-sized paper, so absent students will need to wait to receive their page before beginning)
Homework:
Continue working on Hero's Journey Project
Scholastic book orders are due online by the time you go to bed on tonight! If you see any October books that you want, visit clubs.scholastic.com and use class code PDDTZ!
Continue working on Hero's Journey Project
Homework:
Finish Hero's Journey Project by 11/8!
[No school - teacher workday]
EL Module 1: Unit 2: Lesson 12-13a
Answer today's M1 U2 Learning Targets (make note that we are doing lessons 12 AND 13 today!)
Read the “The Fates” on workbook p. 71 and use that story to complete a Myth Study page.
Homework:
By Tuesday, read The Lightning Thief chapter 19 and complete Row X on TLT Reading Calendar 2.
Make sure 40 Book Challenge Reading Log is ready to be turned in for a grade on Friday, 10/25.
All Q1 late work is due by Friday, 10/25.
EL Module 1: Unit 2: Lesson 12-13b
Review the L12-13 M1 U2 Learning Targets (completed Monday)
Read “The Story of Medusa and Athena” on workbook pages 72-73 and use that story to complete a Myth Study page.
Homework:
Read The Lightning Thief chapter 20 and complete workbook page 82.
Make sure 40 Book Challenge Reading Log is ready to be turned in for a grade on Friday, 10/25.
All Q1 late work is due by Friday, 10/25.
Tear out and turn in workbook page 82 (absent students should do so upon their return to class)
EL Module 1: Unit 2: Lesson 12-13c
Review the L12-13 M1 U2 Learning Targets (completed Monday)
Turn in the completed M1 U2 Learning Targets (absent students should do so upon their return to class)
Read “Theseus and the Minotaur” on workbook pages 74-77 and use that story to complete a Myth Study page.
Homework:
Before reading The Lightning Thief chapter 21, complete the top half of workbook page 87. Then read the chapter and, afterwards, complete the bottom half of workbook page 87.
Make sure 40 Book Challenge Reading Log is ready to be turned in for a grade on Friday, 10/25.
All Q1 late work is due by Friday, 10/25.
Tear out and turn in workbook page 87 (absent students should do so upon their return to class).
Take Q1 EOG Practice Test (absent students should see Mrs. Parker during Homeroom/STING on the day they return to class to make up their test)
Receive Lightning Thief Test Study Guide -- you will have class time on Friday to complete the study guide.
Homework:
Read The Lightning Thief chapter 22 (last chapter!) and complete workbook page 94.
Make sure 40 Book Challenge Reading Log is ready to be turned in for a grade on Friday, 10/25.
All Q1 late work is due by Friday, 10/25.
Have TLT Reading Calendar 2 ready to turn in on Monday, 10/28.
Have novel ready to turn in on Monday, 10/28.
Turn in 40 Book Challenge Reading Log for Q1 review (absent students should do so upon their return to class).
**Students who did not turn in their 40 Book Challenge today should email a picture of their reading log to aparker3@wcpss.net**
Tear out and turn in workbook page 94 (absent students should do so upon their return to class).
Work on Lightning Thief Test Study Guide, which will help prepare you for Monday's novel test.
Homework:
Finish Lightning Thief Test Study Guide by Monday, 10/28.
Study for Lightning Thief Test on Monday, 10/28.
Have Lightning Thief novel and TLT Reading Calendar 2 ready to turn in on Monday, 10/28.
EL Module 1: Unit 2: Lesson 8
Answer today's M1 U2 Learning Targets.
Reread pages 155-156 of The Lightning Thief, paying close attention to Chiron's story about Kronos and Prometheus. 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. Write notes to yourself on that page about the Key Elements of Mythology (from workbook page 51) that you see in the myth.
Homework:
By Wednesday, read The Lightning Thief chapter 17 and complete Row T on TLT Reading Calendar 2.
Library Circulation
Homework:
By Wednesday, read The Lightning Thief chapter 17 and complete Row T on TLT Reading Calendar 2.
EL Module 1: Unit 2: Lesson 9
Answer today's M1 U2 Learning Targets.
Back in Lesson 3, we talked about how theme is a life lesson we learn through a story; it is a full sentence that does not contain the names of any characters or specific details from the story. Complete this Theme Practice to reinforce the skill of being able to find a lesson from the way characters behave in a story.
Reread the myth "Prometheus" on workbook page 61, again noticing details that support the Key Elements of Mythology and a developing an idea of a theme/lesson present in the myth.
Complete the M1 U2 Mini-Essay Graphic Organizer using the Prometheus myth.
When finished, paste M1 U2 Mini-Essay Graphic Organizer onto workbook page 65.
Homework:
Read The Lightning Thief chapter 18 and complete Row U on TLT Reading Calendar 2.
Finish your M1 U2 Mini-Essay Graphic Organizer, if necessary.
EL Module 1: Unit 2: Lesson 10
Answer today's M1 U2 Learning Targets.
Reread the myth of "Prometheus" on workbook page 61 and review your M1 U2 Mini-Essay Graphic Organizer, completed yesterday.
Use your graphic organizer to write a complete a M1 U2 First Draft Mini-Essay.
When finished, fold M1 U2 First Draft Mini-Essay between workbook pages 64-65.
Homework:
Finish your First Draft Mini-Essay, if necessary.
Prepare for tomorrow's assessment! Review workbook pages 56, 57, and 61, 64, 65 and today's First Draft Mini-Essay practice.
EL Module 1: Unit 2: Lesson 11
Answer today's M1 U2 Learning Targets.
Take EL Module 1: Unit 2 Assessment (absent students should see Mrs. Parker during Homeroom and/or STING time on the day they return to school to make up their assessments)
Homework:
By Tuesday, read The Lightning Thief chapter 19 and complete Row X on TLT Reading Calendar 2.
EL Module 1: Unit 2: Lesson 4
Answer today's M1 U2 Learning Targets.
Reread the myths of "Shrouded in Myth" (workbook page 2) 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.
Read "The Key Elements of Mythology" text on workbook page 51, which will be a major focus for our upcoming mid-unit assessment.
Homework:
Read The Lightning Thief chapter 13 and complete Row P on TLT Reading Calendar 2.
Local author Kwame Mbalia is speaking to HRMS students on 10/16! Please consider purchasing his debut novel Tristan Strong Punches a Hole in the Sky by returning this form to Mrs. Parker by 10/8.
Last day to turn in order forms for local author Kwame Mbalia's debut novel Tristan Strong Punches a Hole in the Sky! Mr. Mbalia will be giving an author visit talk to all sixth grade students at HRMS on 10/16!
EL Module 1: Unit 2: Lesson 5
Answer today's M1 U2 Learning Targets.
Reread "The Key Elements of Mythology" text on workbook page 51 and consider the ways in which Percy's journey so far contains the Key Elements.
Complete page 2 of this "Key Elements of Mythology" Vocabulary activity using the definitions on page 1: Choose one word to use in a Frayer Model, and write definitions in the chart below for all eight words.
Homework:
Read The Lightning Thief chapter 14 and complete Row Q on TLT Reading Calendar 2.
No School - Teacher Workday
EL Module 1: Unit 2: Lesson 6
Answer today's M1 U2 Learning Targets.
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 ask for a worksheet).
Paste the finished sheet over workbook page 54.
Homework:
Read The Lightning Thief chapter 15 and complete Row R on TLT Reading Calendar 2.
EL Module 1: Unit 2: Lesson 7
Answer today's M1 U2 Learning Targets.
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?
At the end of this unit, we will be writing an analytical essay relating the myth of Cronus to the Key Elements of Mythology and determining a theme. As a sample, closely read the M1 U2 Sample Mini-Essay.
Use the Sample Mini-Essay to complete this M1 U2 Mini-Essay Graphic Organizer. (You are working backwards to fill in the graphic organizer from the body paragraphs of the finished essay.
When finished, paste the Sample Mini-Essay onto workbook page 56, and the Graphic Organizer onto page 57.
Homework:
Read The Lightning Thief chapter 16 and complete Row S on TLT Reading Calendar 2.
No School -- Teacher Workday
Remember to place Scholastic book orders online by 5:00pm tonight! Visit clubs.scholastic.com and use class code PDDTZ. Thank you!
Library circulation
Homework:
By Wednesday, 10/2: Read chapters 8 AND 9 of The Lightning Thief and complete rows K AND L on TLT Reading Calendar 1.
Make sure TLT Reading Calendar 1 is ready to turn in on Wednesday, 10/2.
EL Module 1: Unit 2: Lesson 1
Turn in blue TLT Reading Calendar 1 (absent students should turn theirs in on the day they return to class).
Receive new M1 U2 Learning Targets (absent students will receive this on the day they return to class).
Answer today's M1 U2 Learning Targets (absent students can wait until they receive their handout to complete this step).
Complete the inference activity on workbook page 37:
In the "I think..." box, write a character trait that Percy is showing through the excerpt.
In the blank box on the bottom half of the page, write the method(s) of indirect characterization that the author i using to show the character trait you chose: Speech, Thoughts, Actions, Effect on others, and/or Looks
Read the "Myths and Legends" text on workbook page 38.
Annotate the "Myths and Legends" text:
Underneath each paragraph, write a 1-sentence gist statement.
Circle or highlight a few important/key terms within each paragraph.
Receive a new TLT Reading Calendar 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 will have a due date extension to complete tonight's written homework).
Homework:
Read The Lightning Thief chapter 10 and complete Row M on TLT Reading Calendar 2.
Local author Kwame Mbalia is speaking to HRMS students on 10/16! Please consider purchasing his debut novel Tristan Strong Punches a Hole in the Sky by returning this form to Mrs. Parker by 10/8.
EL Module 1: Unit 2: Lesson 2
Answer today's M1 U2 Learning Targets.
Complete M1 U2 L2 Vocab Frayer Models for 3 vocabulary words of your choice from the quote from the "Myths and Legends" text on workbook page 38.
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 TLT Reading Calendar 2.
Finish M1 U2 L2 Vocab Frayer Models, if necessary.
Local author Kwame Mbalia is speaking to HRMS students on 10/16! Please consider purchasing his debut novel Tristan Strong Punches a Hole in the Sky by returning this form to Mrs. Parker by 10/8.
EL Module 1: Unit 2: Lesson 3
Answer today's M1 U2 Learning Targets.
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 TLT Reading Calendar 2.
Local author Kwame Mbalia is speaking to HRMS students on 10/16! Please consider purchasing his debut novel Tristan Strong Punches a Hole in the Sky by returning this form to Mrs. Parker by 10/8.
EL Module 1: Unit 1: Lesson 10b
Review the following learning targets (written last class) on the lesson 10 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
Tear out and turn in workbook page 15/16 (absent students should do this upon their return to class).
Review answers for TLT-"THJ" Quote Relationships worksheet and make sure all parts are complete. Keep the finished page in your ELA folder.
Complete M1 U1 L10 Paragraph Writing Practice*, using the paragraph on workbook page 22 as a sample. Keep the finished page in your ELA folder.
*Here is the completed sample.
Based on your Paragraph Writing Practice, complete the Criteria Checklist on workbook page 29.
Begin working on Percy's Hero's Journey: Act 1.
Homework:
Finish Percy's Hero's Journey: Act 1. Keep this in your ELA folder.
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 Selecting Evidence activity on workbook page 31:
For Percy's Experience, use direct quotes from pages 78-82 of The Lightning Thief.
For Archetype of the Hero's Journey, use direct quotes from workbook pages 17-20.
Write an in-your-own words explanation of how Percy's experience aligns to the three stages of "The Hero's Journey" in the first column (the boxes with the names of the stages in them.)
Homework:
Read The Lightning Thief chapter 7 and complete Row J on TLT Reading Calendar 1.
If necessary, finish workbook page 31.
EL Module 1: Unit 1: Lesson 12
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Select evidence from both TLT and “THJ” that shows how Percy is on a hero’s journey
Write a paragraph describing how Percy’s experiences align with “THJ”
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:
Finish today's M1 U1 L12 Paragraph Practice
Review the following activities for tomorrow's assessment:
Sample paragraph on workbook page 22
TLT-"THJ" Quote Relationships worksheet
M1 U1 L12 Paragraph Practice (completed today)
Make sure M1 U1 Learning Target Tracker is ready to turn in tomorrow.
Place Scholastic book orders online by 5:00pm on Monday, 9/30! Visit clubs.scholastic.com and use class code PDDTZ.
EL Module 1: Unit 1: Lesson 13a
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Get the gist of a new excerpt of TLT
Select evidence from both TLT and “THJ” that shows how Percy is on a hero’s journey
Write a paragraph explaining how Percy’s experiences align with “THJ”
Begin 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)
Homework:
Make sure M1: U1: Learning Target Tracker is ready to be turned in tomorrow, 9/27.
Place Scholastic book orders online by 5:00pm on Monday, 9/30! Visit clubs.scholastic.com and use class code PDDTZ.
By Wednesday, 10/2: Read chapters 8 AND 9 of The Lightning Thief and complete rows K AND L on TLT Reading Calendar 1.
EL Module 1: Unit 1: Lesson 13b
Review the following learning targets on the lesson 11 row of your M1: U1: Learning Target Tracker (written yesterday):
Get the gist of a new excerpt of TLT
Select evidence from both TLT and “THJ” that shows how Percy is on a hero’s journey
Write a paragraph explaining how Percy’s experiences align with “THJ”
Turn in M1: U1: Learning Target Tracker (absent students should do so upon their return to class).
Finish 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)
Homework:
Place Scholastic book orders online by 5:00pm on Monday, 9/30! Visit clubs.scholastic.com and use class code PDDTZ.
By Wednesday, 10/2: Read chapters 8 AND 9 of The Lightning Thief and complete rows K AND L on TLT Reading Calendar 1.
Make sure TLT Reading Calendar 1 is ready to turn in on Wednesday, 10/2.
EL Module 1: Unit 1: Lesson 7
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Cite textual evidence from to make inferences about Percy
Produce clear writing about my reading of The Lightning Thief
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, if necessary.
Complete row F on TLT Reading Calendar 1.
Library circulation
Homework:
Read for 20 minutes (anything you'd like!).
EL Module 1: Unit 1: Lesson 8
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Practice reading closely
Get the gist of an excerpt of “The Hero’s Journey”
Gather important details and determine the main idea of an excerpt of “THJ”
Identify the characteristics of a strong paragraph
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.
Glue this Model Paragraph Clarification half-sheet on top of the one on workbook page 22. The underlined portions are the parts you'll change; you can use the rest word-for-word to focus your own paragraph in future lessons.
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, hero, story patterns, stages"
In the next row, "Separation," write the four stages of Act 1 in the first column, and at least 5 key words or phrases from Act 1 in the second column. (We will get to the bottom two rows tomorrow.)
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 TLT Reading Calendar 1.
EL Module 1: Unit 1: Lesson 9
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Practice reading closely
Determine the main idea of Act 2 and 3 of “THJ”
Use multiple strategies to determine the meaning of unfamiliar words in “THJ”
Make connections between Percy Jackson and “THJ”
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 column, and and at least 5 key words or phrases from each Act in the second column.
Homework:
Read The Lightning Thief chapter 5 and complete Row H on TLT Reading Calendar 1.
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.
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 the vocabulary activity on workbook page 24, referencing the Types of Context Clues (linked and also glued to workbook page 13) to answer what strategy you used.
Students who were present on 9/20: Complete TLT-"THJ" Quote Relationships worksheet.
Students who were absent on 9/20: Complete workbook pages 26-27, identifying the relationship between the stages of the Hero's Journey and Percy's experiences in The Lightning Thief.
Homework:
Finish the vocabulary activity on workbook page 24, if necessary.
Finish the Quote Relationships worksheet OR workbook pages 26-27, if necessary.
Read The Lightning Thief chapter 6 and complete Row I on TLT Reading Calendar 1 (there will be a chapter 6 quiz on Monday!).
EL Module 1: Unit 1: Lesson 2
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Cite evidence from the text when answering questions and discussing “Shrouded in Myth."
Use context clues to determine the meaning of unfamiliar words in “Shrouded in Myth.”
Collaborate effectively with my peers.
Referencing back to "Shrouded in Myth" on workbook page 2 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 M1 U1 L2 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. Keep the novel in a plastic bag to protect it. Lost or damaged novels must be replaced by the student to whom they were assigned.
Receive The Lightning Thief Reading Calendar, which will be used to keep track of homework that goes along with the assigned reading.
Homework:
Finish M1 U1 L2 Frayer Models, if necessary.
Read The Lightning Thief chapter 1 and complete Row A on TLT Reading Calendar 1.
Turn in M1 U1 L2 Frayer Models from yesterday
EL Module 1: Unit 1: Lesson 3
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Make inferences about Percy's character
Cite evidence from the text when answering questions
Complete M1 U1 L3 Quote Analysis
Homework:
Read The Lightning Thief chapter 2 and complete Row B on TLT Reading Calendar 1.
EL Module 1: Unit 1: Lesson 4
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Make inferences about Percy using evidence
Determine the meaning of words using prefixes and context clues
Cite textual evidence when answering questions
Without looking at your novel, answer the questions on workbook page 7.
Reread pages 16-18 of The Lightning Thief.
Write this gist statement on a sticky note and stick it to page 16 of your novel: "Percy continues to be suspicious of his classmates about Mrs. Dobbs' disappearance."
Write your own gist statement for page 17 and stick it to the center of the page.
Remember that authors can indirectly characterize their characters through Speech, Thoughts, Effects on others, Actions, and Looks. Read the sample row on workbook page 8 and then complete the remaining two rows using other challenges from chapter 2.
The "infer" column 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 TLT Reading Calendar 1.
EL Module 1: Unit 1: Lesson 5
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker (make a second bullet point for the second target):
Get the gist of an excerpt of The Lightning Thief
Make inferences about Percy using textual evidence
Without looking at your novel, answer the questions on workbook page 11.
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 could be "not self-confident," "low self-worth," "frustrated with himself," and "depressed."
Complete workbook page 12. To focus your thinking, choose one trait that Percy has exhibited throughout the novel so far and write 4-6 sentences explaining how the author has primarily shown readers that trait (through Speech, Thoughts, Effects on others, Actions, or Looks).
Homework:
Finish workbook page 12, if necessary.
Read The Lightning Thief chapter 4 and complete Row D on TLT Reading Calendar 1.
EL Module 1: Unit 1: Lesson 6
Write the following learning targets on today's row of your M1: U1: Learning Target Tracker:
Get the gist of an excerpt of The Lightning Thief
Determine the meaning of words using prefixes and context clues
Cite textual evidence when answering questions about Percy's character
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 on page 14 together with context clue skills to complete workbook page 15. For the last column, state one or more of the Types of Context Clues.
In chapters 3-5, Percy says that he's not normal. What prefixes on that page could Percy have added to the word “normal” to mean the same as “not normal”?
Receive M1 U1 Mid-Unit Assessment Study Guide, which will guide your thinking for Monday's assessment.
Homework:
Finish workbook page 15, if necessary.
Prepare for Monday's assessment using this informal M1 U1 Mid-Unit Assessment Study Guide
(No school - holiday)
Library Circulation
Homework:
Read for 20 minutes (anything you'd like!) and update your 40 Book Challenge
EL Module 1: Unit 1: Lesson 1 (Absent/i-Ready students can complete today's lesson after they receive their materials)
Receive M1: U1: Learning Target Tracker and write the following targets in the row for Lesson 1:
Get the gist of the text “Shrouded in Myth.”
Identify unfamiliar vocabulary in “Shrouded in Myth.”
Collaborate effectively with my peers.
Receive EL Module 1 Student Workbook
Look at this picture and read the quote on workbook page 1.
Think about (but do not write down) answers to the two questions.
Read the "Shrouded in Myth" article on workbook page 2.
Reread "Shrouded in Myth," but this time, annotate:
Circle unfamiliar vocabulary words, and
Write a gist statement underneath 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:
Finish circling unfamiliar vocabulary and writing a gist statement under each paragraph of "Shrouded in Myth" on workbook page 2.
(No school - inclement weather day)
(No school - inclement weather day)
Classwork:
Receive and discuss Syllabus & ELA Common Letter and EL Education Parent Letter
Complete All About Magical Me student survey
Homework:
Return signed Syllabus & ELA Common Letter by 8/30
Classwork:
Website Scavenger Hunt activity using Mrs. Parker's ELA website
Homework:
Return signed Syllabus & ELA Common Letter by 8/30
Classwork:
Go over Website Scavenger Hunt (completed in class yesterday)
Receive and discuss 40 Book Challenge Reading Log
Create personal classroom library checkout cards and discuss classroom library procedures (see Mrs. Parker during homeroom if you miss this activity)
Homework:
Return signed Syllabus & ELA Common Letter by 8/30
Classwork:
Growth Mindset activities (see Mrs. Parker during homeroom to receive materials for makeup work)
Homework:
Return signed Syllabus & ELA Common Letter by 8/30
Finish your growth mindset banner (received in class today) if you needed to take it home to finish it!
Due today: Signed Syllabus & ELA Common Letter
Classwork:
Team-building activities (no makeup work necessary)
Homework:
Enjoy your first weekend :)