Syllabus 2006-2007
Fourth Quarter
Week of April 23
April 27
Voice: 41-57
Graduation Votes: symbol, motto, colors, speaker
April 26
WASL Math 2
April 25
Voice-- Voice: 41-57
Biography
Biography Project Work
April 24
WASL Math 1
April 23
Biography Project Work
Voice: 41-57
Week of April 16
April 20
Organization:
Transitions 35-36
TB: Organization 37-40 Conclusions
April 19
Computer Lab Work; graduation photos
Clauses to elaborate
April 18
Grammar: Sentence combining; appositives for elaboration
Traits: Organization
32; 33-35 transitions
April 17
TB: 29-31 organization-- order
Adjective Video adjectives 169-70; 170-76; adverbs 171
Biography Project
April 16
Spelling 4/16
agreeable disagreeable awkward awkwardly enthusiasm
fertile illegible legible inferior enthusiastic
initial initially similar similarity enthusiastically
lovable
TB: 24-28 organization-- order
Adjective Video adjectives 169-70
Multi-genre writing from science or social studies: biography
Week of April 9
April 13
Parent Student Teacher Conferences
April 12
Library
Final and practice
Traits Review
April 11
I used to but now I...
Traits Review
Writing Process Review
April 10
Writing Strategy Test
Traits Review
Writing Process Review
Writing Evaluation/Compare
Parent Letters
April 9
Teacher Inservice
Third Quarter
March
Week of 3/26
3/26 Spelling Words
anniversary annually authority authorize battery boundary
capacity curio curious curiosity difficulty juicy
extraordinary majority minority
Letter: How to Survive Nespelem Middle School (organization/word choice)
New Student Welcome
Week of 3/19
3/23
Class Meeting
Letter Essay: Explain "how to succeed at Nespelem Middle School"
Pacific Science Center
3/22
Library/Make-up
SB: 159-160 Verb Agreement
Essay Revisions
3/21
Sensory practice--word choice
Revise essays
3/20
SB: Subject/verb agreement: 157
TB: Precise word choi 69-70
3/19 Spelling:
persuade belief buoyant offense deserve equipped
persuasion against buoyancy quotient deservedly equipment
schedule scheduling welfare warfare unfair unfairly
SB: Subject/verb agreement: 155
TB: Precise word choi 67-68
3/16
Spelling Tests
Prompt: One sunny and windy March morning, sparkles glittered on our deck as the sun rose.
Use all past lessons: word choice with sensory words, descriptions, figurative language; sequence story
3/15
Library
Classified Thank You writing: specific details
3/14
SB: 153: Transitive and Intransitive Verbs
TB 63-65 Word Choice: Sensory Words
3/13
Spelling Words:
anywhere definitely especially exceptionally exceptional
financially immediately indefinitely naturally unnaturally
ardinarily wholly fortunately surprisingly actually
SB: Irregular verbs page 151
TB: Share antonym paragraphs
TB: page 63-65 Sensory Words
3/12 LID Day; no students
Week of 3/5
3/9
Free Write
Spelling Test
SB: Adjectives --167; Verbs Perfect tense 149
TB: Trait: Word Choice -- antonyms
3/8
Library
Character Sketch: Guess Who revision
3/7
Word Choice
Synonyms/Antonyms
Dictionary/Thesaurus
Text/Online
Skillsbook: 60-62
3/6
Free write for fluency
Parts of Speech: Verbs SB p. 147
Adjectives, SB 166
Six Traits of Writing: Word Choice
Traitbook: 60-61; parts of speech and thesaurus
How do we choose better words? Know your words--parts of speech/synonyms and antonyms
Week of 3/5
Spelling Words
anniversary authority battery boundary
capacity difficulty extraordinary juicy
majority curious curiosity curio
Free Write (Fluency)
Traits: Word Choice
Traitbook: Lesson 13,14 Vocabulary; Dictionary; Thesaurus
Poetry---Poetry Places Project
Poetry Places: Reading Spaces
Sheri Edwards
Around the room in many places
Look for words in everyday spaces.
Take time now to enjoy the sense
That words create pictures: intense.
What do you see? What do you know?
Why are they there? Are they just for show?
Or do they send a bit of truth
To all of us, old and youth?
Think of a place around the school
Where you can place a poem, a priceless jewel.
A poem in place for others to read and feel
In a special spot; its space revealed.
Partner read the poems at least twice, looking for a part of the poem with which to connect. In your notebooks, write
1. The title of the poem
2. What phrase(s) grabbed you? What did you like?
3. What images did you see?
4. What would you improve?
Rotate around the room to read most poems.
Share poetry connections.
Grammar: Parts of Speech: Verbs
Skillsbook 147-163
February
Mini-Lessons
Ideas: generate ideas; generate three (3) ideas for each supporting idea (use nouns and verbs in phrases; do not just write topics)
Ideas/Organization: Use prewrite to organize ideas (number items)
Ideas/Revise: Re-read ideas and add nifty nouns and vivid verbs
Draft: Use prewriting plan and ideas to write draft in paragraphs
Peer Review: Read to partner; add details, examples, evidence, figurative language (poetic tools)
Revise/Word Choice: add details, examples, evidence, figurative language (poetic tools); cut clutter--any extra/off task or repeated ideas
Revise/Word Choice: don't try to show off vocabulary -- just be specifice and active; create a mind movie
Organization/Transitions
Organization: introductions (question/quote; thesis), conclusions (thesis; question/quote; leave reader with thought)
Edit: correct grammar, punctuation, spelling, paragraphing, capitalization
Publish: Create a final, perfect copy
Grammar: Parts of Speech (nouns, verbs, pronouns, adjectives, adverbs)
Character Sketch 2 & 3
2: Dan
3: Classmate
Use hyperbole; create a humorous "Guess Who"
Unlike a biographical sketch, which focuses on significant events in a person's life, a character sketch concentrates on revealing personality and character. In other words, it creates a vivid impression of a subject rather than recounting a life story. Use techniques of description, narration, and exposition to let us understand your person.
Checklist:
- Introduction: (Story or quote, description, transition, thesis)
Start with a story or quote from your person. Describe what they look like. Transition to a thesis statement on the two character traits, such as, “Even though my grandpa is old and walks with a cane, he is fun-loving and honest.”
- Paragraph 1: (TS, Detail and elaboration sentences (6), CS)
Topic Sentence of first trait
Detail sentences to explain with SPECIFIC examples of what the person says and does to prove the trait.
Concluding sentence
- Paragraph 2: (TS, Detail and elaboration sentences (6), CS)
Transition
Topic Sentence of first trait
Detail sentences to explain with SPECIFIC examples of what the person says and does to prove the trait.
Concluding sentence
- Conclusion: (Quote, thesis, thought)
A final quote or action about the person
Restate trait thesis statement
Leave reader with a thought (ask a question)
Revise for Word Choice:
- Nifty nouns
- Vivid verbs
- Simile
- Alliteration
- Assonance
- Senses
- Onomatopoeia
- Personification
- Hyperbole
Eagle Poetry
Poetic language:
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Application
Selects and uses precise language in poetic and narrative writing.
Selects and uses literary devices (e.g., metaphor, symbols, analogies).
· Selects and uses sound devices in prose and poetry (e.g., two-syllable rhyme, repetition, rhythm, rhyme schemes).
Traits of Writing: Ideas and Word Choice--
Details/Description/Specifics
Literary Tools/Poetic Tools/Poetry Tricks
1.2.1 Analyzes task and composes multiple drafts when appropriate.
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
Selects and uses precise language to persuade or inform.
Selects and uses precise language in poetic and narrative writing.
Selects and uses literary devices (e.g., metaphor, symbols, analogies).
Selects and uses sound devices in prose and poetry (e.g., two-syllable rhyme, repetition, rhythm, rhyme schemes).
TEST
Gather your poem drafts and final draft. Where did you revise your poem to include the Literary Tools?
Complete the table to show your skills:
| My original idea |
My revised words |
Literary Tool Used |
| The eagle flew in the sky |
The eagle circled in the silver sky. |
vivid verb and alliteration |
| |
|
|
Tricks of Poets
Alliteration --Repeated beginning consonant sounds, such as "feather fingers flapping"
Assonance --Repeated vowel sounds, such as flies across the skies
Repeated words --Repeat words for effect, like "hops, munches, hops, munches" to show the rabbit doesn't know the danger
Vivid verbs --Action words like flies, spread, searching, hops, munches, drops, fold, dives, scoop, flaps, flows
Nifty nouns --Specific nouns (persons, places, things, ideas); instead of dog, say German Shepard; instead of fast, say 100 miles an hour; instead animal, say rabbit or snake
Personification --Giving life to something not living; such as saying the feathers are fingers
Onomatopoeia --(ah no mah toe pee ah) Words that sound like the sound they make, such as Bam! Pop! Bang! slap gurgle Phzzzzt
Simile --Comparing two things that are different and finding a similarity -- write it using like or as , such as comparing how high the eagle flies to how a skyscraper is. The eagle flies as high as a skyscraper.
EALRS
1 Uses writing process; 2 Writes for different purposes 3 Writes clearly and effectively 4 self assesses with feedback
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing. Generates ideas prior to organizing them and adjusts prewriting strategies accordingly. Gathers information (e.g., takes notes) from a variety of sources
1.2.1 Analyzes task and composes multiple drafts when appropriate.
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. Application
Component 4.1: Analyzes and evaluates others’ and own writing. W
2.4.1 Produces documents used in a career setting.
· Collaborates with peers on long-term team writing projects
.2.1 Demonstrates understanding of different purposes for writing.
· Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience · Writes for self expression.
· Includes more than one mode within a piece to address purpose (e.g., narrative anecdote as an introduction to a persuasive piece of writing).
Second Quarter
January Lessons
Okanogan History Project
Summary of Project
Each student has been asked to:
- Interview a community elder (age 60+) who’s been a long-time Okanogan resident (40+ years)
- Conduct the interview to find out about historical agricultural practices in the Okanogan, focusing on one type of working lands (i.e. orchards/farms, ranches, or family/working forests)
- Share the elder’s story and experience through an essay (2-3 pages double-spaced or the handwritten equivalent)
Details/Description/Specifics
PoetryHints
Literary Tools/Poetic Tools/Poetry Tricks
1.2.1 Analyzes task and composes multiple drafts when appropriate.
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
Selects and uses precise language to persuade or inform.
Selects and uses precise language in poetic and narrative writing.
Selects and uses literary devices (e.g., metaphor, symbols, analogies).
Selects and uses sound devices in prose and poetry (e.g., two-syllable rhyme, repetition, rhythm, rhyme schemes).
TEST
Gather your poem drafts and final draft. Where did you revise your poem to include the Literary Tools?
Complete the table to show your skills:
| My original idea |
My revised words |
Literary Tool Used |
| The eagle flew in the sky |
The eagle circled in the silver sky. |
vivid verb and alliteration |
| |
|
|
Tricks of Poets
__Alliteration__ Repeated beginning consonant sounds, such as "feather fingers flapping"
Assonance Repeated vowel sounds, such as flies across the skies
__Repeated words__ Repeat words for effect, like "hops, munches, hops, munches" to show the rabbit doesn't know the danger
__Vivid verbs__ Action words like flies, spread, searching, hops, munches, drops, fold, dives, scoop, flaps, flows
__Nifty nouns__ Specific nouns (persons, places, things, ideas); instead of dog, say German Shepard; instead of fast, say 100 miles an hour; instead animal, say rabbit or snake
__Personification__ Giving life to something not living; such as saying the feathers are fingers
Onomatopoeia (ah no mah toe pee ah) Words that sound like the sound they make, such as Bam! Pop! Bang! slap gurgle Phzzzzt
__Simile__ Comparing two things that are different and finding a similarity -- write it using like or as , such as comparing how high the eagle flies to how a skyscraper is. The eagle flies as high as a skyscraper .
Character Sketch
Unlike a biographical sketch, which focuses on significant events in a person's life, a character sketch concentrates on revealing personality and character. In other words, it creates a vivid impression of a subject rather than recounting a life story. Use techniques of description, narration, and exposition to let us understand your person.
Checklist:
- Introduction: (Story or quote, description, transition, thesis)
Start with a story or quote from your person. Describe what they look like. Transition to a thesis statement on the two character traits, such as, “Even though my grandpa is old and walks with a cane, he is fun-loving and honest.”
- Paragraph 1: (TS, Detail and elaboration sentences (6), CS)
Topic Sentence of first trait
Detail sentences to explain with SPECIFIC examples of what the person says and does to prove the trait.
Concluding sentence
- Paragraph 2: (TS, Detail and elaboration sentences (6), CS)
Transition
Topic Sentence of first trait
Detail sentences to explain with SPECIFIC examples of what the person says and does to prove the trait.
Concluding sentence
- Conclusion: (Quote, thesis, thought)
A final quote or action about the person
Restate trait thesis statement
Leave reader with a thought (ask a question)
Revise for Word Choice:
- Nifty nouns
- Vivid verbs
- Simile
- Alliteration
- Assonance
- Senses
- Onomatopoeia
- Personification
1/08 Citizen's Rights
After students are seated, hand out the student directions (attached). Guide students through each section, collecting work as indicated. Provide the poem handout for Part 2 (different ones for 5,6 and 7,8) and article handout for Part 3 as indicated. Use the partner reading directions above for Part 3—the nonfiction article. Before they begin the article, provide background info (see guide).
A. Choose a topic (something you know about):
Martin Luther King freedom peace fairness
Citizenship discrimination prejudice justice
Bill of Rights Constitution respect community
Dreams goals rights responsibility
Selfishness honor compassion honesty
Elders Adults children
B. Write for ten minutes nonstop. Skip lines. Do not erase. Don’t worry about punctuation and spelling at this time. If you draw a blank, keep writing the last word you wrote over and over until you develop an idea. You may switch topics. Your writing must be school appropriate.
C. Reread your work once, filling in any missing words or punctuation. Circle any words you think you misspelled. (Goal: practice editing.)
D. Trade papers. Read your own paper to your partner while your partner follows along. Read your own paper to your partner while your partner edits your paper. Repeat for the other partner.
E. Talk about what you wrote. Write a one sentence (twenty word) summary of your discussion on each of your papers.
F. Write one complex sentence on our paper, such as:
Even though the world wants peace, we still have wars.
Check your partner’s work. Turn in paper.
Part 2: Poetry—what is the author’s meaning and purpose?
Grades 7,8: Your teacher will hand out the poem: Freedom Now
Grades 5,6: Your teacher will hand out the poem: Turn This World Around
A. Read the poem with a partner (one group of three only).
B. Read the poem again, section by section. In the left margin beside each section, write what you and your partner think the section means. In the right margin, write why you think the author chose those words—what is his purpose? What does he want us to learn?
C. Discuss as a class your margin notes (what does the poem mean, and what does the author want us to learn).
D. At the bottom (or on the back), write a one sentence (twenty word) gist statement of what you and your partner think the poem means.
E. If this is the end of the period, turn your paper in. If not, keep it for the next section.
Part 3: Nonfiction ---Who are Martin Luther King and Nelson Mandela?
A. Discuss the question Who are Martin Luther King and Nelson Mandela?
B. Your teacher will give you background information about Nelson Mandela.
C. Your teacher will hand out a biography of Nelson Mandela.
a. Read the article, section by section, with a partner (one group of three only).
b. After each section, discuss what the section means. Write notes on a piece of paper.
c. Discuss the biography as a class. What questions do you have?
d. Both poems (Freedom Now and Turn This World Around) were written for Nelson Mandela.
i. Discuss with your partner how they author used Nelson Mandela’s life to write the poem.
ii. Discuss with your partner why they author used Nelson Mandela’s life to write the poem.
iii. Discuss your answers with the class.
iv. Write a paragraph on your own about: “How does the life of Nelson Mandela help the world?” Use evidence from the song and the article.
D. Turn in your poetry paper, your notes, and your paragraph.
12/13 Poetry and Survivor
Focus: Poetry and Survivor Stories
What can you do?
1.1.1 Prewriting:
___ Analyzes and selects effective strategies for generating ideas and planning writing.
___ Generates ideas prior to organizing them and adjusts prewriting strategies accordingly.
___ Gathers information (e.g., takes notes) from a variety of sources
1.2.1 Drafts:
___ Analyzes task and composes multiple drafts when appropriate.
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. 3.2.2 ·
Survivor and Poetry
___ Changes or add words: description
___ Changes or add words: vivid verbs
___ Changes or add words: nifty nouns
___ Changes or add words: simile
___ Changes or add words: alliteration
_ Changes or add words: assonance
_ Change/add words: setting --where, when, culture (live/think/believe)
___ Changes or add words: characters (dialogue, actions)
3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.
Selects and uses precise language in poetic and narrative writing.
See 1.3.1 for narrative survivor writing and:
___ Selects and uses literary devices (e.g., metaphor, symbols, analogies).
___ Plans and Organizes plot (exposition, rising action, climax, denoument)
___ Plans theme in story
___ Onomatopoeia (words that sound the sound; sound what they mean; splat)
___ Heart and Feeling
___ Senses (sights, sounds, smells, tastes, touch)
___ Repeated consonants
___ Repeated vowels
See 1.3.1 and for poetry: (See pages 194-5 Write Source 2000)
Selects and uses sound devices in prose and poetry
___ Repeated words
___ Repeated consonants
___ Repeated vowels
___ Rhyme words
___ Onomatopoeia (words that sound the sound; sound what they mean; splat)
___ Heart and Feeling
___ Senses (sights, sounds, smells, tastes, touch)
___ Line breaks and forms
___ Component 4.1: Analyzes and evaluates others’ and own writing. Uses this checklist.
- Work on Poetry, Survivor Plot, LC
12/11 No School/No water
12/8 Substitute: Poetry & 12/12 Poetry
- 12/8 Spelling Test
- Poetry Definition pages 194-5.
- Sample List and Title-down poems (page 207).
Title-down poem
Cough
Outside shivering
Leaves crrruuuunch
Dead under the snow.
List poem
Cold is the tingle in the tips of your fingers.
Cold is the sniffle in your reddened nose.
Cold is the should of your friend turning away.
Cold is the snow, fallen softly: the world froze.
- Brainstorm, prewrite, draft, revise a list or title-down snowflake poem (or poem on Holiday Happenings).
- 12/12 Spelling Words
- Poetry, Continued
- Review poem expectations: senses, heart, sounds, form.
- Read Phrase poetry (page 207)
- Analyze sample phrase poem:
Oh Christmas Tree
Oh Christmas Tree
A sprightly spruce
Topped with yellow angel
Shining brightly
Purple garland
Wraps ‘round and
‘round and
‘round
the -----
Ouch! Fingers pull
Back from beautiful braided
cloth candy cane------
sticky spruce;
Lights flash
Flash
Flash
Mesmerizing eyes of toddlers
Reaching up, eyes twinkling,
Fingers touching,
Faces reflecting
In the delicate mirror ornament.
Ppplinnnng!
Purple
Pieces
Shat t t t t t ter
Moms scatter
to
Wipe the tears
and
Whisk the glitter
Fallen on the wooden floor.
Presents pretty
Placed just so
Children guess
Amid the laughter of adults
Teasing, pleasing
The wishes in their minds
And the angel
Smiles over all
Tall atop the
Christmas Tree.
- Brainstorm, prewrite, draft, revise a phrase poem on Holiday Happenings for the Christmas program. Neat sheet with drawing to be turned in.
12/7 Music and Library
- Library Period
- Practice our Christmas Song
12/06 Survivor: Plots and Characters
- Remember: Your last week spelling test (corrected at bottom) and all last week's work is due today.
- Survivor! Project Plot Profiles and Character analyses DUE TODAY.
- Work on plot profiles and character analysis from Wolf and Nightmare stories.
today and Thursday we will discuss:
- What can we learn about writing fiction from these story plots?
- Review character analysis of the stories.
- What do you know about the characters? What kind of people were they?
- What can we learn about writing fiction from these story characters?
- Verbs in Nightmare and Wolf stories:
Verbs
Verb Test:
Let us _____________________.
Yesterday, I _______________.
Underline the vivid verbs in the stories. Discuss.
What can we learn about writing fiction from these story verbs?
- Groups work on LC final drafts on computers.
- Teacher conferences with individuals.
12/05 Survivor: Plots and Characters
- Remember: Your last week spelling test (corrected at bottom) and all last week's work is due Wednesday.
- Survivor! Project
- Work on plot profiles and character analysis from Wolf and Nightmare stories.
Tomorrow and Thursday we will discuss:
- What can we learn about writing fiction from these story plots?
- Review character analysis of the stories.
- What do you know about the characters? What kind of people were they?
- What can we learn about writing fiction from these story characters?
- Verbs in Nightmare and Wolf stories:
Verbs
Verb Test:
Let us _____________________.
Yesterday, I _______________.
Underline the vivid verbs in the stories. Discuss.
What can we learn about writing fiction from these story verbs?
- Groups work on LC final drafts on computers.
- Teacher conferences with individuals.
12/4 Spelling and Fiction
- Spelling Words: More Monday
Write each word six times tonight. Write each word three times on Tuesday, Wednesday, and Thursday. Follow directions for Terrible Tuesday, Wordy Wednesday, and Thoughtful Thursday (see last week's lessons below).
business, career, congratulate, congratulations, congratulatory, deteriorate, deteriorated, economy, economics, economically, interpret, interpreting, interpreter, interpreted, interpretation, manufacture, manufacturing, manufactured, remanufactured, therefore
- Affixes handout: prefix, suffix
- Survivor! Project:Plots and Characters
- Finish plot profile and character analysis for Nightmare story by Tuesday at the end of class.
- Finish plot profile and character analysis for Wolf story by Wednesday at the end of class.
12/1 Spelling and Fiction
- Spelling tests
- Read Nightmare at Navajo Lake
- Complete plot profile
- Complete character analysis
11/30 Spelling and Fiction
11/30 Spelling and Fiction
* Skillbook pages 67-68; 69-72: Subject/Predicate; clauses/phrases
* Prompt: Write a nomination speech explaining why a person you know deserves an “Appreciation Award.”
- Project:
- Survivor: What is a survivor?
- Plot Profile:
- Read the story. Mark the important events--find the ten most important events.
- Write the ten important events in order.
- For each event, mark the graph excitement level--was that event ordinary (1) or suspenseful (10) or somewhere in between. Make a dot above the number of the event on the graph. Connect the dots.
- Who are the characters?
- What do they look like (physical characteristics)?
- What are the personalities like? (see adjective list)
- Analyze the two main characters using the CA chart.
- Write the name of the character. Tell from the text, what the character says and/or does to show one of the traits. Write an adjective trait in the last column.
Thoughtful Thursday
Word Origins
Today, learn the origins of five different words from your spelling list. You will need a dictionary. If you don’t have a dictionary at home, go to study hall in the morning.
Directions:
1. Choose five different words. (The base words are different.)
2. Write one of those words.
3. Write its base word.
4. Look up the base word in the dictionary.
5. Find its word origin (English, French, Latin, Greek, etc.)
6-8. Write the language origin, the origin words, and their definitions.
9. Repeat 2-8 for each of your five words.
Example:
1. First word chosen: “theory”
2. Write one of the words: theory
3. Write its base word: theorem
4. Look up the base word in the dictionary.
5. Find its word origin: Greek
6-8 Write the language origin, the origin words, their definitions:
6 Greek 7 theoria 8 to look at (I had to look up the base word theorum to find the meaning).
Are you ready for Friday’s test?
11/29 Review and Fiction
* Skillbook pages 67-8: Subject/Predicate
* Prompt: Write a nomination speech explaining why a person you know deserves an “Appreciation Award.”
- Project:
- Survivor: What is a survivor?
- Plot Profile:
- Read the story. Mark the important events--find the ten most important events.
- Write the ten important events in order.
- For each event, mark the graph excitement level--was that event ordinary (1) or suspenseful (10) or somewhere in between. Make a dot above the number of the event on the graph. Connect the dots.
- Literary Elements: Expositon, Setting, Characters, Plot, Climax, Resolution, Theme
- Author's Craft: organization and word choice
* Spelling
Wordy Wednesday
Practice getting to know your words.
1. Say each of your spelling words in parts. These do NOT need to be correct syllables.
Examples:
Exercise ex er cise
Certain cer tain
Forcible forc I ble
Efficient e ffi cient
2. For each of twelve of your hardest words, do the following:
a. Write the word.
b. Say the word and count the word parts
c. Draw a line for each word part
d. Say the word again, and write each part as you say it.
e. Say the word again, writing it as one word as you say the parts.
f. Example:
a. Exercise
b. “ex” “er” “cise” 3
c. ex/er/cise
d. “exercise” ex er cise
e. “exercise” exercise
11/28 Sentences, Spelling, Essays
- Project:
- Survivor: What is a survivor?
- Skillbook 67-68 --sentence structures
- Prompt: Write a nomination speech explaining why a person you know deserves an “Appreciation Award.”
- Computer Time to type LC Essay
- Spelling: Terrible Tuesdays
Good spellers can write words different ways to find the right way. This fun practice helps you learn the many different ways “sounds” are spelled in English while helping you learn the correct pattern for each of your words.
Choose five different words (the base words are different) from your spelling list. Write each word correctly twice. Then write each word in as many different ways as it could be spelled phonetically, but isn’t. Box in the correct words. This exercise helps you learn all the possible spellings so you can learn to pick the correct one. Use a dictionary, if necessary.
- exorsise exorsize exersighze
- sertin sertun surtin scurtin
- forsible forsable phorsable phorscabel ghorscible
- ephishant uphishant eghitiant ephiciant
- leef leiphe lleaphe lief leif
11/27 Affixes & Sentence Structure
Affixes
Write Source 328-331
Spelling c/g ly ed s
annoy annoyed annoyance
certificate
circumstance
device devices
discipline disciplines
efficient efficiently efficiency
facility facilities
fragile fragilely
nuisance
pronounce pronounced pronunciation
__Sentence structure__
Composing Write Source 85-92; 434-438
Today's focus: 434-5;
Skillbook: 65-66
All sentences must have a subject and a predicate (verb).
Can dogs fly?
Who or what? dogs = subject
What do dogs do? fly? = verb (predicate)
- Finish evaluations of essay and final drafts.
11/23-26 Thanksgiving
11/22 Thanksgiving Assembly
- Assembly
- 11:00 Homeroom --
*Writing: Self-evaluate; peer-evalute essay;
*Finish final drafts--type or write.
11/21 LC Evaluation
- Appreciation Statements
- Goal setting for reading
- Organize your prewriting and drafts from earliest to most recent, which should be on top.
- Use the checklist under 's' to self-evaluate your essay.
- Trade papers; under 'p' evaluate a peer's paper.
- What do you need to add/change/delete/improve?
- If you believe you are ready to turn in, rate your own essay on the rubric; ask a peer to rate your essay.
- If your work is turned in today, you may revise for a better grade when you receive your final grade.
11/20 LC Essay due today
- Confer with teacher
- Revise your final draft.
- Look at your checklist.
- Did you include everything?
- Can you add more detail, strong verbs, nifty nouns?
- How is your sentence fluency?
- Did you write like you cared?
- Did you include figurative language?
- Edit your essay.
- Finish your essay (type or handwritten)
11/17 Workshop
Note: We will be revising and finalizing this essay on Friday and Monday. Essays are due Monday at the end of class. Only assignments turned in on due dates can be revised for a better grade. If you are behind, work at home.
- Confer with teacher
- Spelling test: 20 words
11/16 Conclusion Ideas
- Choice Time Friday for students who consistently work towards our school goals:
Try your hardest and do your best.
Stay focused and think carefully.
Complete and turn in work on time.
Ask questions when needed.
Help others and yourself to learn.
Listen.
Participate appropriately (independently, partners, teams).
Work on task.
Manage yourself.
Keep your work, folders, materials organized.
Prepare for classes with supplies, completed assignments.
Use your planner.
Respect all persons, spaces, feelings, property.
Be courteous to all.
Follow directions and corrections without comment.
Treat others with kindness and respect.
Be courteous to all.
Encourage others.
Include all in groups.
Take care of property.
Organize your own areas and work.
Put litter in its place.
Handle equipment safely and carefully.
Leave others' property alone.
- Conclusion sample and ideas
- Scheduled work today: revised drafts of goal and event paragraph, introduction, and poem; start of conclusion
Note: We will be revising and finalizing this essay on Friday and Monday. Only assignments turned in on due dates can be revised for a better grade. If you are behind, work at home.
- Work on LC Essay
- Confer with students for guidance.
11/15 Poem Samples
Val
Speaks in soft tones
In the lazy afternoon with sunlight streaming in
To the dining hall, as steaks simmer.
She encourages us to follow our dreams and our native traditions.
Eldin
Stands proud and strong
In the early morning of grey clouds
After the breakfast in the meal site.
He shares to never give up, even what life is tough, like boot camp.
Gary
Thin, soft-spoken, shares his thrill as Olympic torch runner
In the crazy afternoon of ping! Ping! Pouring rain
Under the wooden-beamed roof of the mess hall.
He says, “Keep going. Never give up.”
- Scheduled work today: revised drafts of goal and event paragraph, & introduction; start poem.
Note: We will be revising and finalizing this essay on Friday and Monday. Only assignments turned in on due dates can be revised for a better grade. If you are behind, work at home.
- Confer with students for guidance.
11/14 Workshop; Introductions
- Due today: revised goal and event paragraphs; introduction and/or poem drafts
- Teacher model of introduction for review of expectations:
Introduction:
Title : What slogan or words have you mentioned in your paragraphs would make a good title?
Grabber Beginning : What detail, question, or quote from LC can you include to grab your reader's attention?
Background Information : Your reader needs to know what Leadership Camp is. Explain in a summary statement(s) what Leadership Camp is.
Slogan : Do you want to include a slogan here? Or wait until the end?
Thesis Statement : What is your goal from Leadership Camp?
- Teacher conferences with students about their writing
11/13 Revision of Goal and Event paragraphs
- Teacher model of revision to:
REVISE:
Where can you add details?
Where can you cut clutter -- duplicated information?
Where can you change words to strong verbs, precise nouns, alliteration, assonance?
Can you combine sentences? Shorten sentences? Rearrange sentence structure to start sentences differently?
- Teacher conferences with students on writing
- Reminder: Make-up work due tomorrow at 9:15 am. This is an extension from the 11/2 due date.
11/09 Event Paragraph Directions
- Be sure you have 20 starred spelling words ready for next week's test.
- Work on finishing the first paragraph: your goal and how you will achieve it.
- Confer with teacher
- Time to work on Paragraph 1 of LC essay; teacher confers with students
- Mini-lesson: Model for paragraph 2
Paragraph 2—event/activity that helped you choose your goal—imagery /slogan/ explanation event/activity that helped you choose your goal
Transition As a result
Topic Sentence Jane Snow convinced me to stay away from drugs.
Concrete Detail Jane Snow spoke about the harmful effects of drugs and the positive effects of healthy choices. She was tall with long brown hair and brown eyes. The sun shone on her face.
Commentary First, she explained how drugs affect your body and your family,
Commentary For example, some drugs make you hyper so you cannot attend to basic needs like eating and exercise. You can’t even learn because you can’t focus. Also, your family begins to gripe at you, and you start griping back.
Concrete Detail Next, Jane stressed the healthy choices.
Commentary Exercise is important to stay fit. It’s also a great hobby.
Commentary Healthy foods keep you well.
Clincher Healthy Body; Healthy Mind
Write Paragraph : As a result of the presentation by Jane Snow, I am convinced to stay away from drugs. Jane Snow spoke about the harmful effects of drugs and the positive effects of healthy choices. She stood up straight and tall. She gestured with her hands to emphasize important points, and her long brown hair waved with her passionate words. Her dark brown eyes connected with all of us. Her face shone brightly in the afternoon light, and her words sparkled with hope. We sat still, glued to her ideas like honey to bread as we learned the sweet truth about positive living. First, she explained how drugs affect your body and your family. For example, some drugs make you hyper so you cannot attend to basic needs like eating and exercise. You can’t even learn because you can’t focus. Also, your family begins to gripe at you, and you start griping back. It’s a vicious cycle where everyone is hurt. Next, Jane stressed the healthy choices. Exercise is important to stay fit. It’s also a great hobby. Hobbies keep you active. Physical health builds energy so you have more energy for real fun with your sports and hobbies. Healthy foods keep you well. When drugs fill your life, you loose the fun of friends and sports, and the physical health to stay well. Jane convinced me to choose a healthy lifestyle and better friends. Not only will I have a healthy body, but I will also have a healthy mind. In fact, my motto could be “Healthy Body; Healthy Mind; Healthy Family and Friends.”
- Teacher conferences with students
11/08 Vocabulary & Workshop
- Prepare 5 words for spelling tomorrow
- Vocabulary:
Proofread : to correct errors in writing; correct spelling, capitalization, punctuation, grammar, paragraphing, legibility; in school, we call this editing for conventions of writing.
Revise : to rewrite for clarity and details; make the writing flow from idea to idea through organizational and sentence fluency changes. Add more details to create images in the reader's mind. Cut extra, non-important information; cut clutter. Change words for clarity and details. In journalism, this is called editting. Refer to the progression of essays about the veterinarian.
- Workshop time; confer with teacher
- Mini-lesson for Disney kids
- Penmanship referrals: who needs practice
11/07 Workshop: LC Essay
- Penmanship Practice (Cats poem)
- Work on finishing first paragraph for LC essay
- Conference with students who have been absent.
- Note: Basketball players left at 10:45 a.m.
11/06 Prompt & Essay
- Calico Cat Prompt
- Prewrite/draft/revise/edit: Explain what would happen if a calico cat dipped its paw into a goldfish bowl on the end table.
- Criteria for LC Essay LC Directions
- Criteria for Ideas
- Criteria for Organization
- Criteria for Style: word choice, sentence fluency, voice
- Criteria for Conventions
- Links to Sample Rubric:
- Time for writing paragraph 1
- Confer with teacher for suggestions
- Homework: Finish prewrite for LC Essay paragraph 1; LCcamp ; and Finish Calico Cat prompt
11/03 Final Essay Analysis
- Did essay follow assignment?
- Follow six traits of good writing?
- How did the essay tie the introduction, poem, and conclusion together?
- Begin Paragraph 1 prewriting
11/02 Essay Analysis
- Choose 20 spelling words you can pronounce from the voccabulary packet for your personal spelling list
- Analyze Two Essays:
- Review Six Traits of Writing
- Ideas
- On topic
- Details: What else?
- Organization
- Sentences
- Paragraphs (Topic Sentence, Supporting and elaborated details; Concluding Sentence)
- Essays (Introduction, Body, Conclusion)
- Stories
- Poetry
- Transitions
- Word Choice
- Nifty nouns - specific
- Vivid verbs - action
- Powerful descriptions
- Figurative Language
- Alliteration
- Simile
- Metaphor
- Sensory Imagery
- Personification
- Voice
- Shows writer cares about the topic
- Displays writer's personality
- Presents writer's attitude
- Sentence Fluency
- Long and short sentences
- Different beginnings
- NSASWTSW: NEVER START A SENTENCE WITH THE SAME WORD
- Conventions
- Edit for spelling, captialization, grammar, punctuation, penmanship, margins, paragraphing, etc.
- A Job I Like rough draft/prewrite
- Calm Words; Gentle Hands: Veterinarian
- Penmanship Practice due Tuesday
11/01 No School
First Quarter
10/31 Halloween Party (1:50-2:35)
10/30 Salmon Field Trip
- Salmon Field Trip for science class
10/27 Citzenship Projects
- Write final drafts
- Confer with teacher as needed
10/26 Citzenship Projects
1. Take your Partner Spelling Tests
2. Citizenship work:
- Take turns sharing and offering feedback
- Offer feedback to a partner by listening to your partner's draft and sharing two items with your partner; Switch roles
- Partners share two items as feedback:
- 1. One positive part of the writing, such as
- a. I like this idea (tell the idea)
- b. I like these powerful and specific words (tell the words)
- c. I like how you organized it and used these transitions (tell transitions)
- d. I like these (point to) longer sentences (or shorter, or sentences with different beginnings).
- e. I like the way you wrote like you cared. For instance, when you wrote ______.
- 2. One suggestion for improvement, such as
- a. Have you thought about adding this idea (give a specific idea or detail)
- b. Have you thought about changing these words to ___________ to add specific words or alliteration.
- c. Have you thought about a grabber beginning, such as...
- d. Have you thought about a conclusion, such as...
- e. Have you thought about a transition here (explain)
- f. Have you thought about making a short sentence (or longer, or different start) in these places (explain)
- g. Have you thought about added these interesting words to show you care (explain)
- __Classwork__ :
- Revisions: Step by Step: Read your draft several times to organize, add details, combine sentences. Follow the steps below.
EALR 1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. Selects and uses effective revision tools or strategies based on project (e.g., referring to prewriting, checking sentence beginnings, combining sentences, using “cut and paste” word processing functions). Rereads work several times and has a different focus for each reading (e.g., first reading — looking for variety of sentence structure and length; second reading — checking for clarity and specific word choice; third reading — checking for layers of elaboration and persuasive language).
- Think: ADD, CUT, REWRITE to make the writing more clear and detailed.
1. Reread your prewriting plan and your draft to check that you have stayed on topic for audience and purpose in your draft.
- Audience: An adult, probably a veteran, who wants to know:
- Do you know what it means to be a citizen in America?
- Purpose: to explain what it means to be a citizen in America? How does a citizen act?
2. Reread to shorten some sentences and combine others for sentence fluency : start sentences in different ways; use complete sentences, some short and some long.
3. Reread to make sure the sentences flow from one idea to the next with transitions .
4. Reread to add vivid verbs and specific nifty nouns. Delete (cut) unnecessary information. Be specific and concise in your word choice .
5. Reread to add alliteration and voice -- show you really care about the topic by the specific details you add. Have you included a quote? an anecdote or example? a question?
6. Reread to add your introduction (grabber beginning, background knowledge, thesis statement) and conclusion (summary statement, tie to introduction, leave reader with a thought). This organizes your paper so your reader can understand it better.
7. Edit and Peer Edit : Edit your work for captialization, punctuation, grammar, spelling, paragraphing. Ask a peer to edit your work, too.
8. Write your final draft .
- __Class work and HW__ : draft/revise: be specific; take your work home to finish.
- __Contest permission slips__
10/25 Citizenship Projects
- Prewrite entry
- Review citizenship qualities
- Write !
10/24 Citizenship Projects
- Spelling words
- Prewriting to prompts:
- “Citizenship in America”
- “I’m Proud to be an American”
- The EsSay process
- Sample prewrites and model essay--How does prewriting connect to drafting?
- Citizenship Video and discussion
10/23 LC and Citizenship Projects
- Vocabulary review-- add pictures
- Analyze final career essay: what revisions were made?
- Citizenship Pretest
- Video: American At Its Best: What does it mean to be a citizen?
- Prompts for contests and assignments:
- “Citizenship in America”
- “I’m Proud to be an American”
- Resources for Citizenship:
PBS Kids Voting Boothhttp://pbskids.org/democracy/vote/index.html|
10/20 Invisible Paragraph due
- Finalize pledge--combine best ideas
- Define character traits: effort, acceptance, generosity, loyalty, enthusiasm, self-respect
- Create final copy text
- Turn in pledge
- Turn in invisible paragraph
10/19 Prepositional Phrases
- Spelling Tests
- Vocabulary:
| Word |
Description |
| citizen |
a person legally a member of a state, country, city, etc. |
| citizenship |
behaving like a citizen; the quality of a citizen |
| democracy |
government by the people who may elect representatives |
| republic |
government by the people who may elect representatives and who elect a president rather than a king |
- Prepositional phrases review
- Calico Cat paragraph revision due tomorrow
- Invisible paragraph due tomorrow with 6 prepositional phrases underlined; 6 prepositons circled:
- Example:
- I will stand behind the couch in the livingroom after dinner .
- Vote on our developed pledges: Which of our pledges best represents our school?
10/18 Prepositional phrases
- Substitute
- Prompt: If I were invisible, I ...
- Expand sentences with prepositional phrases
- The mean dog barked.
- The mean dog in my neighbor's yard barked
- The mean dog in my neighbor's yard barked through the fence.
- The mean dog in my neighbor's yard barked through the fence at my tabby cat.
- Rewrite prompt paragraph with six prepositonal phrases.
10/17 Combine ideas
- Check spelling words
- Analyze all pledge samples from groups; combine ideas
10/16 Finalize group pledges
- Groups finalize character traits and pledge
10/13 Audience, Purpose, and Word Choice
- Analyze final lists of values choices
- Determine purpose of school: Why are we here?
- Nominate values/character trait word choices for purpose
- Groups choose and explain acronym for EAGLES
- Students vote on EAGLES acronym
10/12 Seminar: Audience & Purpose
- Spelling Tests
- Analyze words for use in pledge according to audience and purpose
| 2.1.1 Applies understanding of multiple and varied audiences to write effectively. Identifies an intended audience. Analyzes the audience to meet its needs |
| 2.2.1 Demonstrates understanding of different purposes for writing. |
10/11 Reading Test (need time)
- Gates-M Test (reading and writing class)
10/10 Essay Analysis, Continued
- Spelling Words (choose five for me to check)
- Continue analysis of two essays (see 10/06)
10/06 Analyze text for Writing Traits
- Read to connect reading to writing: “How My Uncle Helped Me”
- Contrast with "A Job I Like" using Six Traits of Writing
| Reading EALR/GLE 2.4.7 Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence. |
| Writing EALR 4.1 Component 4.1: Analyzes and evaluates others’ and own writing. |
- Gather information for writing project: Write a Pledge for our school.
- Analyze pledge: words, style, content, purpose, audience
| Writing EALR/GLR 1.1.1 Gathers information (e.g., takes notes) |
10/05 Writing Analysis
- Spelling Tests
- Review Six Traits of Writing & Checklist
- Writing Analysis
| Writing GLE: 4.1.1 Analyzes and evaluates writing using established criteria. Critiques work, independently and in groups, according to detailed scoring guide. |
- Read essay, "A Job I Liked," independently. Mark the best parts.
- As a group, read through the checklist and rate the essay (4 to 1) for each trait. Provide evidence from the essay to support your grade.
- 4: Excellent--consistently displays the trait throughout the entire essay
- 3: Very good--most of the essay contains elements of this trait
- 2: Needs improvement--an occassional good example of the trait is displayed, but the essay is mostly ordinary
- 1: Only a start: the essay has just started to include the trait; it needs much work in the trait; may be off topic and repetitive
- Read the essay, "How My Uncle Helped Me," independently. Mark the best parts.
- As a group, read through the checklist and rate the essay (4 to 1) for each trait. Provide evidence from the essay to support your grade.
- To Be Continued.
10/04 Conferences
- Arrive with your guardian, explain class procedures, your work, your WASL pretest, your grades.
- Guardians write two compliments and one goal for you.
- Teachers answer any questions
10/03 WASL Scoring; Conference Prep
- Spelling check
- Practice Spelling Homework Procedures
- Prewrite to prompt:
- Write a letter to your family explaining what is important about writing class. Include at least three important activities.
- Conference Prep: WASL tests/scores review
10/02 Procedures- Conference Work
- Spelling: find 30 words for your personal spelling list; choose 5 for Tuesday
- Procedures: Hallway, Enter Class, Class Work (independent, partner, group), Leave Class
- Review School and Class Rules
- Sign Contracts
- Practice procedures
- Conference Preparation and practice--Skills /Conference sheet
9/29 Finish Reading Posters
- Substitute Teacher
- Writing to learn
9/28 Analyze Writing Sample for 6 Traits
- Review six traits of writing
- Evaluate "Gold Rush" on each trait
- Is it good writing? In one or more traits? Explain using evidence from text.
9/27 Analyze Writing Sample for 6 Traits
- Review six traits of writing
- Evaluate "Gold Rush" on each trait in groups
- Be prepared to explain your scores using evidence from the text:
- Is it good writing? In one or more traits? Explain
9/26 Prep for LC Project
- Review writing process.
- Intro/review Six Traits
- Handbook 19/20
- Notes: In your notes, include: the trait, its explanation, a symbol that represents it
- __Homework__:
- Note: This was due 9/21
- Write 3 descriptive paragraphs using sensory imagery and similes to describe three different events at LC
9/25 Teacher Inservice (No School)
9/22 Native American Day
9/21 Prewrite and Draft
- GLE 1.1.1 Organizes ideas; Maintains a journal; Gathers information
- GLE 1.2.1 Analyzes task; composes multiple drafts; refers to writing plan
- GLE 2.2.1 Purpose: Include more than one mode within a piece to address purpose
- Topic: Leadership Camp
- Text Support: Write Source
- 54: Gathering Information with freewriting, lists, analyzing (parts, senses, comparisons) 5Ws (who, what, when, where, why)
- 56 : Graphic Organizers--columns and charts
- 60: organization patterns--choose and explain to class your LC pattern
- Draft 61-66
- __All work is prep for LC Assignment__:
***
| Essay Prompt: How will Leadership Camp help you? |
Outline:
| Set the stage: Poem about LC |
| Introduction: Explain what LC is |
| Thesis: Leadership camp will help me (your goal—how you will use it) |
- 1st paragraph: Explain your goal and what you hope to achieve from what you learned at LC. Be specific—give an example of what actions you will take to achieve your goal.
- Next paragraphs: Explain the events/activities (include anecdotal descriptions) that most affected you, helping you to set your goal. Include names of presenters with an appreciation (I appreciate the way _____ explained/presented/ encouraged, etc.). Include your slogans as an emphasis on what you learned.
- At least two paragraphs, better with three, each explaining one event/activity that changed how you think; which helped you set your goal for the future (this year, next, and on).
- What was the activity/event—explain—describe with a short story/description (senses) and how it affected you and your goal.
| Conclusion: Write an appreciation for LC, summarizing again what your goal is and how LC helped you choose your goal. End with a thank you, and a slogan for yourself. |
| Note: If you did not attend LC, choose a goal based on what you learned about LC from your classmates. |
9/20 Prewrite
- GLE 1.1.1 Organizes ideas; Maintains a journal; Gathers information
- Topic: Leadership Camp
- Information:
- Four columns
- Event/Activity/PresenterSloganI learned thatI hope to achieve
- Poster Sketches & Slogans
- __Homework__ due tomorrow:
- Write 3 descriptive paragraphs using sensory imagery and similes to describe three different events at LC.
9/19 Prewrite
- GLE 1.1.1 Organizes ideas; Maintains a journal; Gathers information
- Topic: Leadership Camp
- Information:
- Write descriptive examples of events/activities/presenters. Use similes and sensory imagery (sight, sound, taste, smell, feelings, touch).
- Student Examples:
- "I crept through the cabin frequently wondering if something dangerous were outside."
- "Speakers spoke wisely and proudly while the kids sat staring at the food, mouths watering."
- "I dove like a dolphin learning to swim."
- Think of one incident at LC
- Zoom in, like a camera
- Describe the incident in detail
- Include senses: sights, sounds, textures, smells, feelings
- Include similes (comparisons)
- Use strong verbs and nifty nouns
- Example: The dark blue water welcomed us with its calm, glassy surface, reflecting the clouds like a mirror. However, Jan dipped her toes into water on silky shore, shivered, and exclaimed, "I'm not e diving into that iceberg!"
9/18 WASL Persuasive Pretest
9/15 Reflect on Team Projects & Leadership
- What did you learn from the Tower and Stretch projects?
- What events/activities/presenters occured at Leadership Camp?
- What were your thoughts, feelings, concerns, surprises, etc.?
- Why did the presenters share what they did? What were you to learn?
- What do you hope to achieve with your training?
- Turn in notes.
9/14 Thinking/Problem-solving
- Name Game
- Stretch Project
9/13 WASL and Thinking Skills
- WASL test
- Thinking Problem: Tower
9/12 WASL Pretest
- WASL Pretest Writing (Girls)
9/11 Prompt and Content Writing
- I found a magic ring that...
- Read and write in content area
9/8 Writing Riddle; Cooperative Thinking
* Riddle: Who am I?
* Use strategies for project: Create a long"stretch" with minimal resources
9/7 Pretest, Thinking Skills, Teamwork
- Work again on writing test
- Learn brainstorming and thinking strategies (fluency, flexibility, originality, elaboration)
- Use strategies for project: Build a tower with minimal resources
- Riddle: Who Am I?
9/6 WASL Writing Pretest
9/5 Leadership Camp Prep; I am poem
- Predict and discuss what will happen at leadership camp; What do you hope to acheive?
- Read and analyze "I am" poem by Elly Tatum; Read seventh grade samples; Find pattern and write own: I am a __________ boy/girl who loves ___________.
9/1 Awards Day
- Waterslides for WASL Winners, Honor Roll, and Students for the Quarter
- Science Reading: Read Chapter One and create brosters for each section.
- Independent research: MOTT topic research
8/31 Write to Learn
- Handbook: Review and personalize all rules.
- MOTT: My Own Topic Time introduction
- Sign contract; review class rules.
8/30: Write to Learn
- Handbook: Determine importance using theme, main idea, and supporting details. Create a summary and a "broster," a brief poster which includes: gist statement, slogan, question (to wonder, to clarify, to define).
8/29: Writing & Thinking, Planners, Set Rules
- The first day of school: take notes, underline in texts--part of reading process for making a mind movie
- Review Barbecue Welcome and Think Different inspiration. "How are you smart?" homework.
- Planners: What's in them?
- Why are we here?: How will we act to achieve our goals? Create a class contract for our goals and behavior.
8/28 : Barbecue & Welcome
- Think Different, Change the World, Inpire: Each of us can make a difference in the world, either close at home, or on a larger scale, such as taking a trip to Washington, DC to lobby for our schools.
- How are you smart? Take the survey on multiple intelligences and see where your talents shine. Bring the paper back tomorrow to share.
Comments (0)
You don't have permission to comment on this page.