Weekly Assignments

Week of Aug. 22-26

Monday

Read textbook pgs. 414-416

Discuss and talk about personal narratives

Read aloud The Summer My Father Was Ten

Complete response #1 in Writer's Notebook

Tuesday

DOL

Discuss and talk about personal narratives

Read aloud newspaper article "CCI Thermal Technologies Donates Food, School Supplies"

Complete response #2 in Writer's Notebook

Wednesday

DOL

Discuss and talk about personal narratives

Read aloud and listen to the song lyrics "Don't Blink"

Complete response #3 in Writer's Notebook

Thursday

DOL

Discuss and talk about personal narratives

Read aloud Saving Strawberry Farm

Complete response #4 in Writer's Notebook

Friday

DOL

Discuss and talk about personal narratives

Pick one response from the week and turn it into a rough draft

(See pgs. 414-416 for help)

Week of Aug. 29-Sept. 2

Monday

Finish rough draft of personal narrative story

Create a list of rubric ideas

Review pg. 319 proofreading symbols

Tuesday

Read textbook pg. 16 and complete ex. A on pg. 17

Practice editing and revising student sample #1

Use pg. 319 for help

Wednesday

Practice editing and revising student sample #2

Self edit/revise narrative rough draft

Peer edit rough draft

Thursday

Computer lab to type final copy of narrative essay

Friday

Computer lab to finish typing final copy of narrative essay

Due Tuesday

Week of Sept. 5-9

Monday

No school

Tuesday

Journal #2

Narrative Essay due

Begin summary responses

• Read Indy Star article
• Paragraph summary and then paragraph using one of the sentence starters

Wednesday

Pg. 586, ex. 6 (kinds of sentences)

Summary responses

• Read The Three Questions book
• Paragraph summary and then paragraph using one of the sentence starters

Thursday

Worksheet pg. 16 (kinds of sentences)

Summary responses

• Read Newsweek Magazine article
• Paragraph summary and then paragraph using one of the sentence starters

Friday

Summary responses

• Read Internet article
• Paragraph summary and then paragraph using one of the sentence starters

Week of Sept. 12-16

Monday

Bell ringer-(Journal #3) What are the various ways in which we can describe something? Why is it helpful to describe something in these ways?

Mini lesson, model, and then they try

Read a picture book and then they give a descriptive summary of one of the characters. They will fill out the ABC chart as I read. This will give them notes for their summary.

(7th-Paul Bunyan by Steven Kellogg)

Share/discuss

Tuesday

Bell ringer-Read pg. 6 and complete ex. on pg. 7

Mini lesson, model, and then they try

Show a short movie clip and then they give a descriptive summary of one of the characters. They will fill out the ABC chart as they watch. This will give them notes for their summary.

(7th-A & E Biography of Jackie Robinson)

Share/discuss

Wednesday

Bell ringer-pg. 584 self check ex. 1 (complete subjects and predicates)

Mini lesson, model, and then they try

Read a picture book and then they give a descriptive summary of the setting. They will fill out the ABC chart as I read. This will give them notes for their summary.

(7th-Owl Moon by Jane Yolen)

Share/discuss

Thursday

Bell ringer-Read pg. 8 and complete ex. A pg. 9

Mini lesson, model, and then they try

Show Art picture (high school student samples) and then they give a descriptive summary of what they see. They will fill out the ABC chart, and this will give them notes for their summary.

Share/discuss

Friday

Bell ringer-pg. 584 self check ex. 2 (simple subjects)

Mini lesson, model, and then they try

Show a picture (yearbook picture x2) and then they give a description of what they see. They will fill out the ABC chart, and this will give them notes for their summary.

Edit/revise pieces from the week (keep in mind precise nouns, verbs, and adjectives)

Share/discuss

Week of Sept. 19-23

Monday

Bell ringer-Workbook pg. 4

Mini lesson, model, and then they try

Read a fairy tale and then they respond with a summary of what the problem was, as well as the solution. Graphic organizer is the fact/detail chart. (7th-Fanny’s Dream by Caralyn Buehner)

Share/discuss

Tuesday

Bell ringer-Read textbook pg. 10 and complete ex. A on pg. 11

Mini lesson, model, and then they try

Read a mystery and then they respond with a summary of what the problem was, as well as the solution. Graphic organizer is the fact/detail chart. (7th-“The Valentines Day Mystery”)

Share/discuss

Wednesday

Bell ringer-Pg. 585 self check ex. 3 (simple predicates, or verbs)

Mini lesson, model, and then they try

Read a fairy tale and then they respond with a summary of what the problem was, as well as the solution. Graphic organizer is the fact/detail chart. (7th-Stone Soup by Ann McGovern)

Share/discuss

Thursday

Bell ringer-Workbook pg. 7

Mini lesson, model, and then they try

Read a mystery and then they respond with a summary of what the problem was, as well as the solution. Graphic organizer is the fact/detail chart. (7th-“A Strange Animal Episode”)

Share/discuss

Friday

Bell ringer- Workbook pg. 5 and 8 (only complete ex. A)

Mini lesson, model, and then they try

Read a mystery and then they respond with a summary of what the problem was, as well as the solution. Graphic organizer is the fact/detail chart. (7th-“A Lost Ring”)

Edit/revise pieces from the week (keep in mind precise nouns, verbs, and adjectives)

Share/discuss

Week of Sept. 26-30

Monday

Bell ringer-Read textbook pg. 12 and complete the exercise on pg. 13

Mini lesson, model, and then they try

Read a Health article and then they respond with a summary of what the cause and effect was. As a graphic organizer they will use the 10 point detail list and fill out as they read. (7th-“How Drugs Hijack Your Body” pgs. 12-15 from Current Health Kids Magazine)

Share/discuss

Tuesday

Bell ringer- Complete pg. 585, ex. 4 (verb phrases)

Mini lesson, model, and then they try

Read a Science article and then they respond with a summary of what the cause and effect was. As a graphic organizer they will use the 10 point detail list and fill out as they read. (7th-“Deadly Rays” pgs. 12-13 from Science World Magazine)

Share/discuss

Wednesday

Bell ringer- Workbook pg. 10

Mini lesson, model, and then they try

Read a History article and then they respond with a summary of what the cause and effect was. As a graphic organizer they will use the 10 point detail list and fill out as they read. (7th-“The Death of a Sea” article from Mr. Cochran)

Share/discuss

Thursday

Bell ringer- Workbook pg. 11

Mini lesson, model, and then they try

Read a magazine article and then they respond with a summary of what the cause and effect was. As a graphic organizer they will use the 10 point detail list and fill out as they read. (7th-

Share/discuss

Friday

Bell ringer- Catch up day

Mini lesson, model, and then they try

Edit/revise pieces from the week (keep in mind precise nouns, verbs, and adjectives)

*Put a star by the best one in each category for grading (summary, description, problem/solution, cause/effect).

Week of Oct. 3-7

Monday

Bell ringer- Journal #4: Name the three different types of paragraphs and what each should do? When they are finished, go into the mini lesson and discussion.

Mini lesson on writing a 3 paragraph essay (Introduction, Body, Conclusion), and using paragraphs to organize your writing

• What does a good paragraph look like? What is included in each? (Read and discuss textbook pages 339-343 for 7th grade).
1. Introduction (What’s about, thesis statement)
2. Body (Explain)
3. Conclusion (Retell)
• Using paragraphs to organize your writing (see handout pg. 71 from Craft Lessons/blue book)
1. Complete this activity. Put appendix 10 on the projector screen, read it, and then have them decide where the paragraphs should be. Finally, show them appendix 11 and discuss if they were successful breaking into the correct paragraphs.

Have them look back at their brainstorming list (Act. 1 or Act. 2) and pick a topic from their list that they could write about. They will need this for tomorrow.

Tuesday

Bell ringer- Read textbook pgs. 364-367 for 7th grade

Mini lesson on writing an introduction paragraph

• Use activity 6: Hooks and Leaders (see handout pg. 86-88 from Teaching Writing in Middle School)
1. Give them a copy of pgs. 89-92 (Hooks and Leaders). They will use this today and should also keep for future reference.
2. Complete as a class (improvise or complete certain parts)
3. Share the information (see handout pg. 97 from Craft Lessons/blue book) about selecting the right lead.
4. Practice writing at least three different hooks and leaders for their chosen topic yesterday. They should put this in their rough draft section of their notebook. Once they have written three, they need to pick one to use for their introduction paragraph and practice writing that paragraph (still in the rough draft section).

Wednesday

Bell ringer- Read textbook pgs. 368-370 for 7th grade

Mini lesson on writing a body paragraph

• Use developing the middle (see handout pg. 23 from Craft Lessons)

• Complete the activity as a class
• Practice writing and developing the body paragraphs of their essay. This should be continued on the rough draft page from the week.

Thursday

Bell ringer- Read textbook pg. 371 for 7th grade

Mini lesson on writing a conclusion paragraph

• The circular ending (see handout pg. 119 from Craft Lessons).

• Practice writing their conclusion paragraph. This should be continued on the rough draft page from the week. 

Friday

Bell ringer-Read pg. 14 and complete ex. A on pg. 15

They should work on putting all of their paragraphs (intro, body, conclusion) together. They really need to focus on and practice all of the skills from the week. 

Week of Oct. 10-14

Monday

Bell ringer- Read textbook pgs. 358-359 for 7th grade and then discuss 

Mini lesson on a compare/contrast essay

• Look at a student sample (textbook pgs. 446-448). Read and discuss as a class.
• Explain what the set-up of the essay will look like:
1. Intro (What two things are being compared/contrasted, tell purpose, relationship to your life)
2. Body (Can use the point-by-point method or the block method; must use transition words)
3. Conclusion (Make judgment, do you prefer one over the other?)

• Discuss what the graphic organizer will look like (Venn diagram) and make sure they understand how to fill one out.

Tuesday

Bell ringer- Pg. 586, ex. 5 (compound sentence parts); on a scrap sheet of paper make a list of 5 possible compare/contrast topics

Mini lesson on beginning the essay and the use of transition words (Use handout pgs. 117-120 from Teaching Writing in Middle School)

Then they need to pick a topic, complete a graphic organizer (Venn diagram), and begin the introduction paragraph of their essay.  Refer back to the student sample pages (446-448) from yesterday so they get the proper information in the introduction. The Venn diagram should be completed in the brainstorming section of their notebook, and the intro paragraph should be completed in the rough draft section of their notebook.

Wednesday

Bell ringer- Workbook pg. 13

They need to complete the body paragraphs of the essay. Refer back to the student sample pages from Monday so they get the proper information in the body paragraphs. This should be continued on the rough draft page from the week. They need to make certain that they are using transition words (refer to handout).

Thursday

Bell ringer- Workbook pg. 14

Friday

Bell ringer- Review for grammar test

Grammar Test #1

They should work on putting all of their paragraphs (intro, body, conclusion) together. They really need to focus on and practice all of the skills from last week, along with the use of transition words from this week. 

Edit/revise rough draft

Week of Oct. 24-28

Monday

Bell ringer- Read textbook pg. 21 and complete ex. A on pg. 22

Acuity Pre-Test #2

Tuesday

Bell ringer- Pg. 587, ex. 8 (subjecdt complements)

Finish Acuity Pre-Test #2

Wednesday

Bell ringer- Draw a map of something (for example: bedroom or neighborhood) and then label with as many descriptive words as possible. Put in brainstorming section.

Mini lesson on a descriptive essay

• Look at a student sample (textbook pgs. 422-424). Read as a class and discuss.
• Explain what the set up of the essay will look like
1. Intro
2. Body (Description)
3. Conclusion

• Discuss what the graphic organizer will look like (Cluster diagram) and make sure they understand how to fill one out.
• Use their labeled map and write a descriptive paragraph of their map. This should go into section 3 of their notebook.

Thursday

No School

Friday

Bell ringer-On a scrap sheet of paper make a list of 5 possible descriptive topics, also complete workbook pg. 22.

Mini lesson on using details (general vs. specific) (Use handout pg. 28 from Craft Lessons/blue book). Complete the chart as a class.

Then they need to pick a topic, complete a graphic organizer (Cluster diagram), and begin the introduction paragraph of their essay. Have them refer back to the student sample pages from yesterday so they get the proper information in the introduction. The graphic organizer should go in section 4 and the intro paragraph should be completed in the rough draft section of their notebook.

Week of Oct. 31-Nov. 4

Monday

Bell ringer-Workbook pg. 23

Then they need to pick a topic, complete a graphic organizer (Cluster diagram), and begin the introduction paragraph of their essay. Have them refer back to the student sample pages from yesterday so they get the proper information in the introduction. The graphic organizer should go in section 4 and the intro paragraph should be completed in the rough draft section of their notebook.

Tuesday

Bell ringer- Read textbook pg. 23 and complete ex. A pg. 24

Mini lesson on paragraphs that describe (7th-Read textbook pg. 344). Also, sensory details (7th-Read textbook pgs. 378-379).

They need to complete the body paragraphs of the essay. Refer back to the student sample pages from Monday so they get the proper information in the body paragraphs. This should be continued on the rough draft page from the week. They need to make certain that they are using descriptive words.

Wednesday

Bell ringer- Pgs. 587-588, ex. 9 (Objects of verbs)

They need to complete the conclusion paragraph of the essay. Have them refer back to the student sample pages from Monday so they get the proper information in the conclusion paragraph. This should be continued on the rough draft page from the week.

Thursday

Bell ringer- Workbook pg. 25

They should work on putting all of their paragraphs (intro, body, conclusion) together. They really need to focus on and practice all of the skills from the previous weeks, along with word choice/descriptive words from this week. 

Edit/revise

Friday

Bell ringer- Workbook pg. 26

Unit 1 Vocabulary (Word parts: Base words, prefixes, suffixes, and roots)

Week of Nov. 7-11

Monday

Bell ringer- Finish editing story

Finish Unit 1 Vocabulary

Tuesday

Bell ringer- Read textbook pgs. 356-357 and complete the practice exercise on pg. 357 as a class.

Mini lesson on a cause/effect essay

• Look at a student sample (textbook pgs. 438-440).
• Explain what the set-up of the essay will look like
1. Intro (Introduces the subject)
2. Body (Describes the cause and its effects or presents an effect and then analyzes the causes)
3. Conclusion (Summary)

• Discuss what the graphic organizer will look like (Chart) and make sure they understand how to fill one out. Practice a sample as a class.

Wednesday

Bell ringer- On a scrap sheet of paper have them make a list of 5 possible cause/effect topics. Also, read textbook pgs. 25-26 and complete ex. A on pg. 27.

Mini lesson/review of the cause and effect; share with them the information from handout. (Use handout pg. 45 from Craft Lessons/blue book)

Then they need to pick a topic, complete a graphic organizer (Chart), and begin the introduction paragraph of their essay. Refer back to the student sample pages from yesterday so they get the proper information in the introduction. The graphic organizer should go in section 4 and the intro paragraph should be completed in the rough draft section of their notebook.

Thursday

Bell ringer- Pg. 588, ex. 10 (Fragments and Run-Ons)  

They need to complete the body paragraphs of the essay. Have them refer back to the student sample pages so they get the proper information in the body paragraphs. This should be continued on the rough draft page from the week. They need to make certain that they are working on their organization of the paper.

Friday

Bell ringer- Workbook pg. 28

They need to complete the conclusion paragraph of the essay. Have them refer back to the student sample pages so they get the proper information in the conclusion paragraph. This should be continued on the rough draft page from the week. Then, they should work on putting all of their paragraphs (intro, body, conclusion) together. They really need to focus on and practice all of the skills from the previous weeks, along with organizing their paragraphs from this week. 

Edit/revise (self and peer)

Week of Nov. 14-18

Monday

Bell ringer- Self-edit cause/effect essay and complete workbook pg. 28

They need to begin the revising and editing process. They should pick one essay from last week (compare/contrast, descriptive, or cause/effect) that they would like to revise, edit, and turn into a final typed copy.

Break into small groups (2-3, no more than 4) for group editing. Divide them based on their chosen essay. They will work with these same people the next two days of class as well. Each person within the group will be editing for different things, so they will need to decide which person is best suited for each editing/revising task. Today, they should edit for the following: spelling, end punctuation, capitalization, sentence starters, the use of specific nouns, specific verbs, adjectives, and transition words if compare/contrast essay. For example: One person in the group will check all papers for let’s say spelling, nouns, and verbs. Someone else might check all papers for transition words, end punctuation, and adjectives. All of the tasks should be divided among each group member based on what they feel their strength is. Each thing must be checked for though.  

Tuesday

Bell ringer- Create a list of 10 sentences; some should be complete, some fragments, and some run-ons. Do not label them, just write the sentence. This should be placed in section 1. Trade sentences with a neighbor and label CS, F, or RO.  

They should meet back with their editing/revising groups from yesterday. Today, they are focusing on: word choice, organization, and paragraphs. They should follow the same process as yesterday. Each person within the group checks for their assigned task.

Wednesday

Bell ringer- Read textbook pgs. 36-37, and complete ex. A on pg. 38.

They should meet back with their editing/revising groups from the previous two days. Today, they are focusing on: introduction, body, and conclusion paragraphs. They should follow the same process as the previous two days. Each person within the group checks for their assigned task. Have them refer to the proper textbook pages for their essay so they can make certain that each paragraph has the correct information.

Thursday

Bell ringer- Pg. 588-589, ex. 1 (Kinds of Nouns)

Computer lab to begin typing their final copy. Review the proper format with them (12 pt. font, Times New Roman, double-spaced, title centered, proper information in heading in the top right corner).

Friday

Bell ringer- Workbook pg. 31

Computer lab to finish typing their final copy. If they don’t finish typing today then they have to find time on their own. No more class time will be used. Due Monday.

Week of Nov. 21-25

Monday

Bell ringer- Workbook pg. 31

Go over pg. 589, ex. 1

Computer lab to finish typing essay final copy. Due Tuesday.

Tuesday

Bell ringer- Workbook pg. 32

Grade pg. 31

Essay due

Begin Unit 2 Vocabulary (Prefixes: Negation and number)

Wednesday

Bell ringer- Finish/catch up on work

Quiz (Fragments, Run-ons, and paragraphs)

Finish Unit 2 Vocabulary

Thursday

No school

Friday

No school

Week of Nov. 28-Dec. 2

Monday

Bell ringer- Read pgs. 39-40, and complete ex. A on pgs. 40-41

Mini lesson on SLAMS (introduce)

• Practice SLAMS packet (Sumo story)
• Answers should be written on a separate sheet of paper.
• There are a total of 6 questions. Each one focuses on a certain letter of SLAMS and then the last one incorporates the use of all.
• Read the story and talk about acceptable answers.
• If there’s time, look back at pieces in their Writer’s Notebook and revise for SLAMS.

Tuesday

Bell ringer- Pg. 41, ex. B

Review of SLAMS

Practice 2 point ISTEP responses using SLAMS

• 7th grade will read “Save It for the Finish”
• Everyone should have their own packet and will write all answers like on ISTEP.

Wednesday

Bell ringer- Pg. 589, ex. 2 (Singular and Plural Nouns)

Review of SLAMS

• Finish the ISTEP packet from yesterday.
• Once everyone is finished, read the story as a class, go over acceptable answers, and discuss the use of SLAMS within each question.

Thursday

Bell ringer- Workbook pg. 34

Review of SLAMS

Practice 2 point ISTEP responses using SLAMS

• 7th grade will read “The Biggest Gift”
• Everyone should have their own packet and will write all answers like on ISTEP. This packet is similar to the previous one, but there is also an essay question included as well.  

Friday

Bell ringer- Workbook pg. 35

Review of SLAMS

• Finish the ISTEP packet from yesterday.
• Once everyone is finished, read the story as a class, go over acceptable answers, and discuss the use of SLAMS within each question.

Week of Dec. 5-9

Monday

Bell ringer- Read textbook pg. 42, and complete ex. A pg. 43

Complete ex. B as a class

Review of SLAMS

• Finish the ISTEP packet from Friday.
• Once everyone is finished, read the story as a class, go over acceptable answers, and discuss the use of SLAMS within each question.

Tuesday

Bell ringer- Complete ex. A, pg. 44

Complete ex. B as a class

Review of SLAMS

Use ISTEP packet (writing prompt)

• 7th grade will use A Large Donation
• Treat it like ISTEP (no talking, use time wisely, remember SLAMS, etc.). They need to do some type of prewriting/graphic organizer where there is planning space. They should decide what type of essay they are asked to write, and then use the appropriate graphic organizer. They should also make certain that they pay attention to instructions and all details.

Wednesday

Bell ringer- Pg. 589-590, ex. 3 (Possessive Nouns)

Use ISTEP packet (writing prompt)

• 7th grade will use A Perfect Day at School

Thursday

Bell ringer- Workbook pg. 37

Use ISTEP packet (writing prompt)

• 7th grade will use May I Recommend

Friday

Bell ringer- Workbook pg. 38

Use ISTEP packet (writing prompt)

• 7th grade will use New Grading Plan

Week of Dec. 12-16

Monday

Bell ringer- Read textbook pg. 45 and complete ex. A on pg. 46.

Complete ex. B as a class

ISTEP practice/review

• Go over the packets and prompts from last week. Show good examples of each portion.

Tuesday

Bell ringer- Pg. 590, ex. 4 (Compound Nouns)

Practice the writing format/review of an introduction paragraph

• Today they should focus on the beginning/introduction paragraph
• They need to use one ISTEP writing prompt from last week and redo the introduction. They need to rewrite this in section 5 of their Writer’s Notebook.

Wednesday

Bell ringer- Workbook pgs. 40 and 41

Practice the writing format/review of a body paragraph

• Today they should focus on the middle/body paragraphs
• They need to use one ISTEP writing prompt from last week and redo the body. They need to rewrite this in section 5 of their Writer’s Notebook.

Thursday

Bell ringer- Read pg. 47 and complete ex. A on pg. 48

Practice the writing format/review of a conclusion paragraph

• Today they should focus on the ending/conclusion paragraph
• They need to use one ISTEP writing prompt from last week and redo the conclusion. They need to rewrite this in section 5 of their Writer’s Notebook.

Friday

Bell ringer- Pg. 591, ex. 5 (Nouns and Their Jobs)

Practice the writing format/adding details

• Today they should focus on editing/revising the completed piece. Use the checklist provided at the end of the essay, as well as incorporating the use of the SLAMS rules.

Week of Dec. 19-20

Monday

Bell ringer- Workbook pg. 43

Practice the writing format/adding details

• Today they should focus on editing/revising the completed piece. Use the checklist provided at the end of the essay, as well as incorporating the use of the SLAMS rules.

Tuesday

Bell ringer- Workbook pg. 44

Persuasive Christmas letter

Week of Jan. 2-6

Monday

No school

Tuesday

No school

Wednesday

Bell ringer- Workbook pg. 44

Show and discuss ISTEP grading rubrics for 2 pt. questions and essays

Intro paragraphs

• Redo one from rough draft section
• Review hooks and leaders (look at packet again)
• Read examples from text
• Practice rewriting

Thursday

Bell ringer- Workbook pg. 45

Unit 4 Vocabulary

• Prefixes: Various Types
• Mini lesson
• Practice worksheets

Friday

Bell ringer- Finish intro rewrites

Conclusion paragraphs

• Read pgs. 81-84 in Craft book
• Practice 3 different types of endings (circular, emotional, and surprise)

Week of Jan. 9-13

Monday

Bell ringer- Complete grammar review pg. 24

Mini-lesson on writing great leads

• Continue rewriting previous introduction paragraph with three different hooks and leaders from packet
• Label each type

Tuesday

Bell ringer- Complete grammar review pg. 25

Mini-lesson on writing a great conclusion

• Craft book (pgs. 81-84) Circular, Emotional, Surprise endings
• Discuss the different types of endings and practice each
• Practice rewriting previous conclusion paragraph with each of the three types

Wednesday

Bell ringer- Complete grammar review pg. 35

Practice editing and revising (in groups)

• Pick the best example of a great lead (hook and leader) and conclusion paragraph, and share with the class.
• Make a T-chart with the pros/cons of each type of paragraph (as a group).
• Share best examples with the class.
• Discussion on what made it the best.

Thursday

Bell ringer- Complete grammar review pg. 36

Review for Unit Grammar Test (Post-Test)

• Play review game with dry erase boards
• Grammar review pgs. 37-46 practice questions

Friday

Bell ringer- Review for today’s test

Unit Grammar Test (Post-Test)

Week of Jan. 16-20

Monday

No school

Tuesday

Bell ringer- Pre-Test (Verbs)

Acuity Post-Test #2

Wednesday

Bell ringer- Textbook pg. 91 (Diagnostic Test)

Acuity Post-Test #2

Thursday

Bell ringer- Read pgs. 92-93 and complete ex. A on pg. 94

Intro/conclusion rewrites

• Break into groups
• Make a T-chart with the pros/cons of each person’s paragraph
• Share best examples with the class
• Discussion on what made it the best

Friday

Bell ringer- Pg. 597, ex. 1 (What is a Verb?)

Mini lesson on using vivid vocabulary

• Use a sample piece of writing and circle all of the weak or boring words. In groups, use a thesaurus to replace those words. Do not erase, but simply write the new word about the old one.

Week of Jan. 23-27

Monday

Bell ringer- Complete workbook pgs. 76-77

Go over Post-Test #2 (Grammar)

Chart all pre/post test data in portfolio

Tuesday

Bell ringer- Complete workbook pg. 78

Mini-lesson on using vivid vocabulary

• Use a sample piece of writing and circle all of the weak or boring words. In groups, use a thesaurus to replace those words. Do not erase, but simply write the new word above the old one.

Wednesday

Bell ringer- Read pgs. 95-96 and complete ex. A on pg. 97

Journal entry: What makes your writing different from anyone else’s? Are there certain ways that you can recognize an author you like? Is there something that draws you to a particular author?

Mini-lesson on using voice

• Craft book (pg. 123) activity—show two examples on the projector and discuss
• Craft book (pg. 33) activity—discuss and practice strategy

Thursday

Bell ringer- Complete pgs. 597-598, ex. 2 (Action Verbs and Objects)

Acuity Pre-Test #3

Friday

Bell ringer- Complete workbook pg. 79

Finish Acuity Pre-Test #3

Week of Jan. 30-Feb.3

Monday

Bell ringer- Complete workbook pg. 80

Journal entry: What makes your writing different from anyone else’s? Are there certain ways that you can recognize an author you like? Is there something that draws you to a particular author?

Mini-lesson on using voice

• Craft book (pg. 123) activity—show two examples on the projector and discuss
• Craft book (pg. 33) activity—discuss and practice strategy

Tuesday

Bell ringer- Read pgs. 98-99 and complete ex. A on pg. 99

Voice essay

• Complete some type of graphic organizer
• Begin writing a rough draft
• The focus should be on adding your “voice”. How is your voice coming through in the writing?

Wednesday

Bell ringer- Complete pg. 598, ex. 3 (Linking Verbs and Predicate Words)

• Finish the rough draft of the voice essay. Remember the focus is on the “voice” or sound of the essay.

Thursday

Bell ringer- Complete workbook pg. 82

Unit 6 Vocabulary: Verb Suffixes

• Introduce the material and practice together as a class
• Complete practice worksheet pg. 52

Friday

Bell ringer- Complete workbook pg. 83

Unit 6 Vocabulary: Verb Suffixes

• Review material from yesterday
• Complete practice worksheet pgs. 53-54

Week of Feb.6-10

Monday

Bell ringer- Complete workbook pg. 84

Unit 6 Vocabulary: Verb Suffixes

• Introduce the material and practice together as a class
• Complete practice worksheet pg. 52

Tuesday

Bell ringer- Read pgs. 100-101 and complete the exercise on pg. 101

Unit 6 Vocabulary: Verb Suffixes

• Review material from yesterday
• Complete practice worksheet pgs. 53-54

Wednesday

Bell ringer- Complete pg. 598-599, ex. 4 (Principal Parts of Verbs)

• Mini-lesson on persuasive essay
1. Create a list of what can be persuasive
2. Journal entry (make a chart): What are the different techniques used to persuade someone? Play out some of these examples.
3. Read textbook pgs. 454-457 and discuss

Thursday

Bell ringer- Complete workbook pg. 85

• Look at the mentor text example
  1. Each person has a copy for reference
  2. Divide in groups and each group is then assigned a discussion question
  3. Discuss as a whole and also show the correct answers

Friday

Bell ringer- Complete workbook pg. 86

• Go over the criteria/rubric for the essay
• Begin picking a topic
1. Think-pair-share
2. Create a list on the board
3. Pick a topic and create a chart for/against it
4. Will need to complete action research (survey) and talk to expert

Week of Feb.13-17

Monday

Bell ringer- Look over the chart on pgs. 102-103 and complete the exercise on pg. 104.

• Read the mentor text as a class and discuss the correct answers
• Go over the criteria/rubric for the essay
• Begin picking a topic
  • Think-pair-share
  • Create a list on the board
  • Pick a topic and create a chart for/against it

    *Will need to complete action research (survey) and talk to expert

    Tuesday

    Bell ringer- Complete pg. 599, ex. 5 (Irregular Verbs)

    • Continue with picking a topic
    1. Chart and post-it note is given to another student who knows nothing about the topic. That student responds with questions on the post-it.
    2. Student will then use those notes to add details and revise their planning list.
    3. They will also use questions to make/add to their list and answer those questions as well.

    Wednesday

    Bell ringer- Complete workbook pg. 88

    Mini-lesson on forming a thesis statement

    • Pg. 13 (Laura Robb book)
    • 4 step process to work through
    • Show on projector and discuss
    • Practice on their own
    • Help with a partner

    Thursday

    Bell ringer- Complete workbook pg. 89

    Mini-lesson on leads and endings for persuasive essays

    • Pgs. 14-15 (Laura Robb book)
    • Show on projector and discuss
    • Mini-lesson on writing plan
      • Pgs. 19-20 (Laura Robb book)
      • Show on projector and go through the steps

        Also show example of writing plan, pg. 45

      Friday

      Bell ringer- Complete workbook pg. 90

      Mini-lesson on paragraphing and transitions between paragraphs for persuasive essays

      • Pgs. 16-17 (Laura Robb book)
      • Show on projector and discuss

        Begin working on the writing plan

  Week of Feb. 20-24

  Monday

  No school

  Tuesday

  Bell ringer- Read pgs. 105-106 and complete ex. A on pg. 107

  Complete ex. B as a class

  Mini-lesson on paragraphing and transitions between paragraphs for persuasive essays

  • Pgs. 16-17 (Laura Robb book)
  • Show on projector and discuss
  • Begin working on the writing plan

  Wednesday

  Bell ringer- Complete pg. 599-600, ex. 6 (Simple Tenses)

  • Finish working on the writing plan
  • Come up with the action research (survey). Will need to poll people for results.
  • Also, talk to experts (school personnel)
  • Begin the rough draft

  Thursday

  Bell ringer- Complete workbook pg. 91

  • Continue working on the rough draft
  • Need to use action research and expert information

Friday

Bell ringer- Complete workbook pg. 92

• Complete the rough draft
• Need to use action research and expert information

Week of Feb. 27-Mar. 2

Monday

Bell ringer- Complete workbook pg. 92

Persuasive Essay

• Changes to rough draft
• Self-edit
• Use form on pg. 43 (Laura Robb book)

Tuesday

Bell ringer- Read pgs. 108-109 and complete the ex. on pg. 110

Complete ex. B as a class

Persuasive Essay

• Peer-edit
• Use form on pg. 21 (Laura Robb book)

Wednesday

Bell ringer- Complete pg. 600, ex. 7 (Perfect Tenses)

Persuasive Essay

• Finish with revisions/corrections

Thursday

Bell ringer- Complete workbook pg. 94

Persuasive Essay

• Computer lab to type final copy (library lab)

 

Friday

Bell ringer- Complete workbook pg. 95

Persuasive Essay

• Computer lab to type final copy (library lab)

 

Week of March 5-9 (ISTEP week)

Monday

Bell ringer-

Persuasive Essay

• Computer lab to type final copy (downstairs lab)

Tuesday

Bell ringer-

Persuasive Essay

• Computer lab to type final copy (downstairs lab)

Wednesday

Bell ringer-

Persuasive Essay

• Last day in computer lab to type final copy (downstairs lab)
• Due Friday

Thursday

Bell ringer-

Persuasive Essay

• Explain the speech portion of the unit
• Show example from Teacher Tube
• Get with groups and begin the planning process

 

Friday

Bell ringer-

Persuasive Essay

• Work with groups on speech/presentation

Week of March 12-16

Monday

Bell ringer- Read pgs. 111-113 and complete ex. A on pg. 114

Persuasive Essay

• Work with groups on speech/presentation
• Begin presenting tomorrow

Tuesday

Bell ringer- Complete pg. 600-601, ex. 8 (Using Verb Tenses)

Persuasive Essay

• Group speech presentations
• Fill out form as groups present

Wednesday

Bell ringer- Complete workbook pg. 97

Persuasive Essay

• Group speech presentations
• Fill out form as groups present

Thursday

Bell ringer- Complete workbook pgs. 98-99, ex. A

Persuasive Essay

• Group speech presentations
• Fill out form as groups present

Friday

Bell ringer- Read pgs. 115-116 and complete ex. A on pg. 117

Complete ex. B as a class

Persuasive Essay

• Group speech presentations
• Fill out form as groups present
• Fill out self evaluation form
• Fill out group evaluation form

Week of March 26-30

Monday

Bell ringer- Complete pg. 601, ex. 9 (Troublesome Verb Pairs)

Persuasive Unit

• Look at an example Letter to the Editor (Daily News)
• Begin writing a letter to the editor

Tuesday

Bell ringer- Complete workbook pg. 100

Persuasive Unit

• Finish writing a letter to the editor
• Find and pick out examples in a newspaper

Wednesday

Bell ringer- Complete workbook pg. 101

Persuasive Unit

• Look at an example of a persuasive blog (from internet site)
• Write a response to the topic blogged on

Thursday

Bell ringer- Complete workbook pg. 102

Persuasive Unit

• Look at an example of a persuasive debate (Teacher Tube)
• Gather topics for debate/begin preparing points for argument

Friday

Bell ringer- Complete pg. 120, ex. A (Mixed Review)

Persuasive Unit

• Debate on various topics

Week of April 2-6

Monday

Bell ringer- Grammar review worksheet, pg. 27

Review for Verbs Test (pg. 121 practice test, as a class)

Persuasive Unit

• Look at an example of a persuasive blog (from internet site)
• Write a response to the topic blogged on
• Look at examples of persuasive pamphlets

Tuesday

Bell ringer- Grammar review worksheet, pgs. 55-56, pg. 57 as class

Persuasive Unit

• Talk about the different types of propaganda and show examples
• Begin advertising activity

Wednesday

Bell ringer- Grammar review worksheet, pgs. 58-59, pg. 60 as class

Persuasive Unit

• Finish advertising activity
• Share with the class

Thursday

Bell ringer- Review for test

Verbs Post-Test

Catch-up day

• Work in portfolios
• Missing assignments

Friday

No school

Week of April 9-13

Monday

Bell ringer- Pick up research packet

Research Paper

• Mrs. Knight will introduce the various sites/sources that can be used
• Pick research person (famous person who you share birthday with)

Finish up with the advertising activity and share with the class

Tuesday

Bell ringer- Meet in the lab

Research Paper

• Begin researching and note taking (1st-library, 2nd-downstairs, 3rd-Crough’s room)

Wednesday

Bell ringer- Meet in the lab

Acuity Pre-test #4

Research Paper

• Researching and note-taking (downstairs lab)

Thursday

Bell ringer- Meet in the lab

Finish Acuity Testing

Research Paper

• Researching and note-taking (downstairs lab)

Friday

Bell ringer- Meet in the lab

Research paper

• Last day for researching and note-taking (downstairs lab)

Catch-up day

• Work in portfolios
• Missing assignments

Week of April 16-20

Monday

Bell ringer- Read textbook pgs. 58-59 and complete ex. A on pgs. 59-60.

Research Paper

• Look at textbook pgs. 474-476, explain how to complete the rough draft and the bibliography page
• Begin writing the rough draft

Tuesday

Bell ringer- Complete pgs. 591-592, ex. 1 (What is a Pronoun?)

Research Paper

• Continue working on the rough draft

Wednesday

Bell ringer- Complete workbook pg. 46

Research Paper

• Finish rough draft and self-edit

Thursday

Bell ringer- Complete workbook pg. 47

Research Paper

• Peer edit

Friday

Bell ringer-

Research Paper

• Type final draft (library lab)

Week of April 23-27

Monday

Bell ringer- Complete pg. 592, ex. 2 (Subject Pronouns)

Research Paper

• Type final draft (library lab)

Tuesday

Bell ringer- Complete workbook pg. 49

Research Paper

• Finish typing final draft (library lab)
• Paper due tomorrow

Wednesday

Bell ringer- Complete workbook pg. 50

Research Paper Due

Catch-up day

• Present advertising activity

Thursday

Bell ringer- Read pg. 63 and complete ex. A on pg. 64

Tech Steps (library lab)

• Begin power point project
• Go over guidelines/rubric

Friday

Bell ringer- Complete pgs. 592-593, ex. 3 (Object Pronouns)

Tech Steps (library lab)

• Work on power point project