Weekly Assignments

Week of Aug. 22-26

Monday

Finish brainstorming #2

Complete quick write #2 over one of the topics from list

Edit quick write

Tuesday

Read textbook pgs. 358-360

Discuss and talk about personal narratives

Read aloud Amelia's Road

Complete response #1 in Writer's Notebook

Wednesday

DOL

Discuss and talk about personal narratives

Read aloud newspaper article "Little Philanthropist Changes Lives With One Snip "

Complete response #2 in Writer's Notebook

Thursday

DOL

Discuss and talk about personal narratives

Read aloud and listen to the song lyrics "The Best Day "

Complete response #3 in Writer's Notebook

Friday

DOL

Discuss and talk about personal narratives

Read aloud Thank You, Mr. Falker

Complete response #4 in Writer's Notebook

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

(See pgs. 358-360 for help)

Week of Aug. 29-Sept. 2

Monday

DOL

Discuss and talk about personal narratives

Read aloud Thank you, Mr. Falker

Complete response #4 in Writer's Notebook

Tuesday

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

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

(See pgs. 358-360 for help)

Wednesday

Finish narrative rough draft (at least 1 1/2 pgs.)

(See pgs. 358-360 for help)

Thursday

Practice editing student sample #1

(Use symbols from pg. 271)

Friday

Practice editing student sample #2

(Use symbols from pg. 271)

Pre-test #1

Discuss essay rubric

Week of Sept. 5-9

Monday

No school

Tuesday

Self edit narrative essay

Peer edit essay

Go over the grading rubric

Wednesday

Pg. 530, ex. 6 (kinds of sentences)

Computer lab to type final copy of essay

Thursday

Go over bell work from yesterday

Student sample #2

Computer lab to type essay

Friday

Computer lab to finish typing essay

Due today

Week of Sept. 12-16

Monday

Bell ringer-(Journal #2) What are the various formats in which we receive text?

Mini lesson, model, and then they try

*Personal Narrative Essay due

Read a picture book and then they respond with a paragraph summary and a pargraph sentence starter (6th-When I Was Young in the Mountains by Cynthia Rylant)

• I thought this because…
• This reminds me of…
• I wonder…
• I don’t understand…
• The most important part is…
• My thinking has changed in this way…
• I’m picturing…

Tuesday

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

Mini lesson, model, and then they try

Read a newspaper article and then they respond (6th-“Police sort through conflicts in girl’s shooting death” from Indianapolis Star)

Wednesday

Bell ringer-Pg. 528 self check ex. 1 (complete subjects and predicates)

Mini lesson, model, and then they try

Read a magazine article and then they respond (6th-“Brief History” (Food Recalls) from Time Magazine)

Thursday

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

Mini lesson, model, and then they try

Read an Internet article and then they respond (6th-“Shark attack survivors don’t forget but do forgive” from Yahoo News)

Friday

Bell ringer-Pg. 528 self check ex. 2 (simple subjects)

Mini lesson, model, and then they try

They bring in their own piece of literature and then they respond (Have newspapers/magazines for those who don’t bring something)

Week of Sept. 19-23

Monday

Bell ringer-(Journal #3) What are the various formats in which we receive text? 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. (6th-Farkle McBride by John Lithgow)

Share/discuss

Tuesday

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

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. (6th-The Diary of Anne Frank)

Share/discuss

Wednesday

Bell ringer-Pg. 529, ex. 3

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. (6th-An Angel for Solomon Singer by Cynthia Rylant)

Share/discuss

Thursday

Bell ringer-Workbook pg. 4

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-Workbook pg. 5 (A only)

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.

Share/discuss

Week of Sept. 26-30

Monday

Bell ringer-Workbook pg. 8

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. (6th-The Frog Prince by Edith H. Tarcov)

Share/discuss

Tuesday

Bell ringer-Read textbook pg. 12 and complete ex. A on pg. 13

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. (6th-“A Stolen Painting”)

Share/discuss

Wednesday

Bell ringer-Pg. 529 self check ex. 4 (verb phrases)

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. (6th-The Magic Fish by Freya Littledale)

Share/discuss

Thursday

Bell ringer-Workbook pg. 10

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. (6th-“My Teachers the Aliens”)

Share/discuss

Friday

Bell ringer- Workbook 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. (6th-“Who Stole the Cookie from the Cookie Jar?”)

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

Share/discuss

Week of Oct. 3-7

Monday

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

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. (6th-“Addition is a Disease” pgs. 16-18 from Current Health Kids Magazine) Share/discuss

Tuesday

Bell ringer-Pg. 530 ex. 5 (compound sentence parts)

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. (6th-“Superman’s Secrets Exposed” pgs. 8-10 from Science World Magazine) Share/discuss

Wednesday

Bell ringer-Workbook pg. 13

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. (6th grade-  

Share/discuss

Thursday

Bell ringer- Workbook pg. 14

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. (6th-“New Orleans 2005-2010” from Time Magazine)

Share/discuss

Friday

Bell ringer- Catch up from week

Mini lesson, model, and then they try

Find a newspaper 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.

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

Week of Oct. 10-14

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 289-293).
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. 312-315 and then discuss

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. 316-318 and then discuss

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. 319 and then discuss

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- Review for grammar Test

Unit Grammar Test

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. 24-28

Monday

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

Acuity Pre-Test #2

Tuesday

Bell ringer- Pg. 531, ex. 8 (subject complements)

Finish Acuity Pre-Test #2

Wednesday

Bell ringer- Edit/Revise 5 paragraph essay

Peer edit essay

Compare/Contrast Essay

Read pgs. 306-307

Look at student sample

Talk about the set up of each paragraph

Thursday

No school

Friday

Bell ringer-

Week of Oct. 31-Nov. 4

Monday

Bell ringer- Finish the intro paragraph of the compare/contrast 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. 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).

Tuesday

Bell ringer- Read pg. 23 and complete the ex. on pg. 24

They need to complete the conclusion paragraph of the essay. 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.

Wednesday

Bell ringer- Pg. 532, ex. 9 (Objects of verbs)

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

Thursday

Bell Ringer-

Friday

Bell ringer- Review for grammar test

Grammar Unit #1 Test

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 for 7th grade and copies of these pgs. for 6th grade). 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.

Week of Nov. 7-11

Monday

Bell ringer- Read the sample student essay

Mini lesson on a descriptive essay

• Look at a student sample (copies of these pgs. for 6th grade). 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.

Tuesday

Bell ringer-On a scrap sheet of paper make a list of 5 possible descriptive topics.

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.

Wednesday

Bell ringer- Read textbook pgs. 25-26 and complete ex. A on pg. 27.

Mini lesson on paragraphs that describe (Read textbook pg. 294). Also, sensory details (Read textbook pgs. 326-327).

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.

Thursday

Bell ringer- Complete textbook pg. 532, ex. 10 (Fragments and Run-Ons)

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.

Friday

Bell ringer-

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

Week of Nov. 14-18

Monday

Bell ringer- Complete workbook pg.

Complete the body paragraph.

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 (self and peer)/highlight necessary items needed

Tuesday

Bell ringer- Read the explanatory packet and complete the exercise as a class.

Mini lesson on a cause/effect essay

• Look at a student sample (copies of packet).
• 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. Create a sample one as a class.

Wednesday

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.  Also, on a scrap sheet of paper make a list of 5 possible cause/effect topics.

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 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- Read textbook pg. 36 and complete ex. A on pg. 37

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- Pg. 533, ex. 1 (What is a Noun?)

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.

Week of Nov. 21-25

Monday

Bell ringer- Complete body paragraphs of cause/effect essay

Conclusion paragraph

Self-edit

Peer edit

Tuesday

Bell ringer- Read pg. 36, ex. A pg. 37

Group editing for essay

Wednesday

Bell ringer- Pg. 533, ex. 1

Finish group editing

Thursday

No school

Friday

No school

Week of Nov. 28-Dec. 2

Monday

Bell ringer- Workbook pg. 31

Computer lab to type final copy of essay

Tuesday

Bell ringer- Workbook pg. 32

Computer lab to type final copy of essay

Wednesday

Bell ringer-

Computer lab to type final copy of essay

Due Thursday

Thursday

Bell ringer-

Essay due

Begin Unit 1 Vocab: Prefixes, suffixes, root and base words

Friday

Bell ringer-

Finish Unit 1 Vocab: Prefixes, suffixes, root and base words

Week of Dec. 5-9

Monday

Bell ringer- Workbook pg. 34

Begin Unit 1 Vocab: Prefixes, suffixes, root and base words

• Exercises as a class
• Come up with words in pairs
• Practice worksheet

Tuesday

Bell ringer- Workbook pg. 35

Finish the Unit 1 Vocab.

• Practice worksheets

Mini lesson on SLAMS (introduce)

• Begin the practice packet

Wednesday

Bell ringer- Workbook pg. 36

Mini lesson on SLAMS (introduce)

• Finish the practice SLAMS packet (Sumo story)
• 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.

Thursday

Bell ringer-

Review of SLAMS

Practice 2 point ISTEP responses using SLAMS

• 6th grade will read “Trampoline”

Friday

Bell ringer-

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. 12-16

Monday

Bell ringer- Read textbook pg. 41 and complete ex. A on pg. 42

Complete ex. B as a class

• Review of SLAMS
• Finish going over acceptable answers on the packet

Practice 2 point ISTEP responses using SLAMS

• 6th grade will read “Trampoline”

Tuesday

Bell ringer- Pg. 534, ex. 3 (Possessive 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.

Wednesday

Bell ringer- Workbook pg. 37

Review of SLAMS

Practice 2 point ISTEP responses using SLAMS

• 6th grade will read “For All the Marbles”

Thursday

Bell ringer- Workbook pg. 38

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.

Friday

Bell ringer-

Finish ISTEP packet

Week of Dec. 19-23

Monday

Bell ringer- Pg. 44-45, ex. A

Review of SLAMS

5 paragraph persuasive Christmas letter

Tuesday

Bell ringer- Pg. 534, ex. 4 (Nouns and their jobs)

Review of SLAMS

Go over ISTEP packets/show good examples

Wednesday

No school

Thursday

No school

Friday

No school

Week of Jan. 2-6

Monday

No school

Tuesday

No school

Wednesday

Bell ringer- Workbook pg. 40

Review SLAMS

Go over ISTEP packets/show good examples

Thursday

Bell ringer- Workbook pg. 41

ISTEP practice packet

• Writing prompt (The Box)
• Develop prewriting and begin the prompt

Friday

Bell ringer- Workbook pg. 42

Finish ISTEP practice packet from Thursday

Week of Jan. 9-13

Monday

Bell ringer- Complete grammar review pg. 24

Finish the practice ISTEP writing prompt packet

• The Box

Tuesday

Bell ringer- Complete grammar review pg. 25

Begin second practice ISTEP writing prompt packet

• Cell Phones at School
• Prewriting/planning
• Begin the essay

Wednesday

Bell ringer- Complete grammar review pg. 35

Finish the practice ISTEP writing prompt packet

• Cell Phones at School

Thursday

Bell ringer- Complete grammar review pg. 36

Review of introduction paragraphs (topic sent., hook and leader, introduce topic)

Pick one of the ISTEP packets from the week and rewrite the intro for that essay.

Friday

Bell ringer- Complete grammar review pg. 37

Review of body paragraphs (explain all details, transition words)

Rewrite the body paragraphs for the ISTEP essay.

Week of Jan. 16-20

Monday

No school

Tuesday

Bell ringer- Complete grammar review pg. 38

Acuity Post-Test #2

Wednesday

Bell ringer- Complete grammar review pg. 39

Acuity Post-Test #2

Thursday

Bell ringer- Complete grammar review pg. 40

Review for Unit Grammar Test (Post-Test)

• Play review game with dry erase boards
• Grammar review pgs. 41-46 practice questions

Friday

Bell ringer- Review for today’s test

Unit Grammar Test (Post-Test)

Week of Jan. 23-27

Monday

Bell ringer- Pre-test over verbs

Complete the three different hook and leader intro rewrites and label each

Review the body paragraphs (explain all details, transition words)

Tuesday

Bell ringer- Complete pg. 87 (Diagnostic Test)

Finish the body paragraphs rewrites

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- Read pgs. 88-89 and complete ex. A on pg. 90

Finish the paper rewrite (all parts)

Go over Grammar Post-Test

Thursday

Bell ringer- Complete pg. 540, ex. 1 (What is a Verb?).

Acuity Pre-Test #3

Friday

Bell ringer- Complete workbook pg. 73

Finish Acuity Pre-Test #3

Week of Jan. 30-Feb.3

Monday

Bell ringer- Complete workbook pg. 74

Go over Grammar Post-Test

Tuesday

Bell ringer- Complete workbook pg. 75

Mini-lesson on using vivid vocabulary

• Use a sample piece of writing and circle of the weak or boring verbs. 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. 91-92 and complete ex. A on pg. 93

• Finish the vivid vocabulary activity from yesterday

Thursday

Bell ringer- Complete pg. 541, ex. 2 (Action Verbs and Ojects)

Unit 6 Vocabulary: Verb Suffixes

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

Friday

Bell ringer- Complete workbook pg. 76

Unit 6 Vocabulary: Verb Suffixes

• Review material from yesterday
• Complete practice worksheet pgs.

Week of Feb. 6-10

Monday

Bell ringer- Unit 6 Vocab. Wksh.

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)---show two examples on the projector and discuss

Tuesday

Bell ringer- Complete workbook pg. 77

• Craft book (pg. 33)---discuss and practice strategy

Voice essay

• Vote on topic as a class
• Complete some type on 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- Read pg. 94 and complete the exercise on pg. 95

Voice essay

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

Thursday

Bell ringer- Complete pg. 541, ex. 3 (Linking Verbs and Predicate Words)

Voice essay

• Self-edit
• Peer-ed
• Share with the class

Friday

Bell ringer- Complete workbook pg. 79

Catch up day

Week of Feb. 13-17

Monday

Bell ringer- Complete workbook pg. 80

Voice essay

• Self-edit
• Peer edit
• Share with the class

Tuesday

Bell ringer- Complete workbook pg. 81

Mini-lesson on persuasive essay

• Create a list of what can be persuasive
• Create a list of the different techniques/methods used to persuade someone? Ask for examples of each.

Wednesday

Bell ringer- Read pgs. 96-97 and complete the exercise on pg. 97

Mentor text example

• Each person has a copy for reference
• Divide in groups and each group answers the questions
• Discuss as a whole and also show the correct answers

Thursday

Bell ringer- Complete pg. 542, ex. 4 (Principal Parts of Verbs)

• 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

Friday

Bell ringer- Complete workbook pg. 82

• 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.

 

Week of Feb. 20-24

Monday

No school

Tuesday

Bell ringer- Complete workbook pg. 83

Picking a topic

• Create a T-chart for/against your topic

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

  • 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.
  • Student will then use those notes to add details and revise their planning list.
  • They will also use questions to make/add to their list and answer those questions as well.

  Wednesday

  Bell ringer- Complete workbook pg. 84

  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- Look over the chart on pgs. 98-99 and complete the exercise on pg. 100

  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 steps

  Also show example of writing plan, pg. 45

   

  Friday

  Bell ringer- Complete pg. 542, ex. 5 (Irregular Verbs)

  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 March 5-9 (ISTEP testing)

Monday

Bell ringer- Complete workbook pg. 88

Persuasive Essay

• Complete the rough draft

 

Tuesday

Bell ringer- Complete workbook pg. 89

Persuasive Essay

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

Wednesday

Bell ringer- Read pgs. 104-105 and complete ex. A on pg. 106

Persuasive Essay

• Finish self-editing and filling out the form
• Use form on pg. 43 (Laura Robb book)

Thursday

Bell ringer- Complete ex. B on pg. 106

Persuasive Essay

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

Friday

Bell ringer- Complete pg. 543, ex. 7 (Perfect Tenses)

Persuasive Essay

• Finish peer editing
• Use form on pg. 21 (Laura Robb book)

 

Week of Mar. 12-16

Monday

Bell ringer- Complete workbook pg. 91

Persuasive Essay

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

Tuesday

Bell ringer- Complete workbook pg. 92

Persuasive Essay

• Finish self-editing and filling out form
• Use form on pg. 43 (Laura Robb book)

Wednesday

Bell ringer- Read pgs. 107-109 and complete ex. A on pg. 110

Persuasive Essay

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

Thursday

Bell ringer- Complete pg. 544, ex. 8 (Using Verb Tenses)

Persuasive Essay

• Finish peer editing
• Use form on pg. 21 (Laura Robb book)

Friday

Bell ringer- Complete workbook pg. 94

Catch up day

 

Week of Mar. 26-30

Monday

Bell ringer- Complete workbook pg. 95

Persuasive Essay

• Type final copy of essay (library lab)

Tuesday

Bell ringer- Read pgs. 111-112 and complete pg. 113, ex. A

Persuasive Essay

• Type final copy of essay (library lab)

Wednesday

Bell ringer- Complete pg. 544, ex. 9 (Troublesome Verb Pairs)

Persuasive Essay

• Finish typing final copy of essay (downstairs lab)

Thursday

Bell ringer- Complete workbook pg. 97

Acuity Testing (Post #3)

• Downstairs lab

Friday

Bell ringer- Complete workbook pg. 98

Finish Acuity Testing (Post #3)

• Downstairs lab

Week of April 2-6

Monday

Bell ringer- Grammar review worksheet, pg. 27

Review for Verbs Test (pg. 117 practice test, as a class)

Persuasive Unit

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

Tuesday

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

Wednesday

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

Persuasive Unit

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

Thursday

Bell ringer- Review for test

Verbs Post-Test

Catch-up day

• Missing assignments

Friday

No school

 

Week of April 9-13

Monday

Bell ringer-

Persuasive Unit

• Look at examples of persuasive pamphlets
• Talk about the different types of propaganda and show examples
• Begin advertising activity

Tuesday

Bell ringer-

Persuasive Unit

• Finish advertising activity

Wednesday

Bell ringer-

Acuity Pre-test #4

Thursday

Bell ringer-

Finish Acuity Testing

Friday

Bell ringer-

Persuasive Unit

• Share and discuss advertising activity
• Find examples of Letters to the Editor

Week of April 23-27

Monday

Bell ringer- Workbook pg. 47

Narrative Essay

• Finish character descriptions
• Begin developing the setting
• Pg. 43 (Craft book) “Using Details to Describe the Setting”
• Pg. 72 (Craft book) “Describing the Setting”

Tuesday

Bell ringer- Read pg. 59 and complete ex. A on pg. 60

Narrative Essay

• Develop the setting
• Pg. 109 (Craft book) “Adding Setting to a Story”
• Pg. 110 “Setting to Reveal Character”

Wednesday

Bell ringer- Complete pg. 536, ex. 3 (Subject and Object Pronouns)

Narrative Essay

• Prewriting (order of events that will happen in story)
• Begin writing the rough draft
• Pg. 47 (Craft book) “Revealing the Inside Story”
• Pg. 108 “Internal Conflict”

Thursday

Bell ringer- Workbook pg. 49

Narrative Essay

• Continue working on the rough draft

Friday

Bell ringer- Workbook pg. 50

Narrative Essay

• Continue working on the rough draft