Wednesday, May 1, 2013
1. Warm-ups: Hinky Pinkies #8. GIve students seeral minutes to try to solve them. Share answers with class.
2. Book Talks: Several students that are scheduled to give book talks will present.
3. In student poetry packets, read two Shakespeare Sonnets as a class. Discuss.
4. View Powerpoint on Sonnets.
5. Continue work on autobiography chapters.
2. Book Talks: Several students that are scheduled to give book talks will present.
3. In student poetry packets, read two Shakespeare Sonnets as a class. Discuss.
4. View Powerpoint on Sonnets.
5. Continue work on autobiography chapters.
Tuesday, April 30, 2013
1. Warm-ups: Hinky Pinkies #7. GIve students several minutes to try to solve them. Share answers with class.
2. Book Talks. Several students that are scheduled to give book talks will present.
3.
2. Book Talks. Several students that are scheduled to give book talks will present.
3.
Monday, April 29, 2013
1. Collect reading logs from previous week. Pass out new reading logs. 100 reading minutes due by Mon., May 6.
2. Warm-ups: Hinky Pinkies # 6. Give students several minutes to try to solve them. Share answers with class.
3. Book Talks. Several students that are scheduled to give book talks will present.
4. Pass back Verbal tests. Discuss.
5. Collect sign-up sheets for biography partners.
6. Students may continue working on autobiography chapters, biography, cover.
2. Warm-ups: Hinky Pinkies # 6. Give students several minutes to try to solve them. Share answers with class.
3. Book Talks. Several students that are scheduled to give book talks will present.
4. Pass back Verbal tests. Discuss.
5. Collect sign-up sheets for biography partners.
6. Students may continue working on autobiography chapters, biography, cover.
Friday, April 26, 2013
1. Warm-up: Hink PInk #5. Give students several minutes to try to solve them. Share answers with class.
2. Book Talks: Several students that are scheduled to give book talks will present.
3.
2. Book Talks: Several students that are scheduled to give book talks will present.
3.
Thursday, April 25, 2013
1. Warm-up: Hink Pink #4. Give students several minutes to try to solve them. Share answers with class.
2. Book Talks: Several students that are scheduled to give book talks will present.
3. Pass back graded object poems to students. Assign students to fix marked errors and print out a new final copy. Students will mount final copy on colored construction paper and hand in.
4. Assignment: students need to write on a piece of paper with whom they are going to write a biography chapter. Due Friday.
2. Book Talks: Several students that are scheduled to give book talks will present.
3. Pass back graded object poems to students. Assign students to fix marked errors and print out a new final copy. Students will mount final copy on colored construction paper and hand in.
4. Assignment: students need to write on a piece of paper with whom they are going to write a biography chapter. Due Friday.
Wednesday, April 24, 2013
1. Warm-up: Hink Pink #3. Give students several minutes to try to solve them. Share answers with class.
2. Book Talks: Several students that are scheduled to give book talks will present.
3. Pass out paper with copied poems titled "Billy" and "Nancy/Patty." Read poems to students as they follow along.
4. Grammar mini-lesson: check worksheet on Verb/Verbal Parallelism assigned on Tuesday. Discuss. Collect.
5. Students can continue working on autobiography"choice" chapters or cover the during the remaining class time.
2. Book Talks: Several students that are scheduled to give book talks will present.
3. Pass out paper with copied poems titled "Billy" and "Nancy/Patty." Read poems to students as they follow along.
4. Grammar mini-lesson: check worksheet on Verb/Verbal Parallelism assigned on Tuesday. Discuss. Collect.
5. Students can continue working on autobiography"choice" chapters or cover the during the remaining class time.
Tuesday, April 23, 2013
1. Warm-up: Hink Pink #2. Give students several minutes to try to solve them. Share answers with class.
2. Book Talks: Several students that are scheduled to give book talks will present.'
3. In poetry packets, read poems to students as they follow along: "Guilt," Six Minutes," and "Speed"
4. Grammar Mini-Lesson: check worksheet from Monday on Active/Passive Voice. Discuss. Collect for a grade. New lesson: Verb/Verbal Parallelism. Show students Powerpoint presentation on the Smartboard. Pass out worksheet on Verb/Verbal Parallelism. Due Wednesday.
5. Students can continue working on autobiography "choice" chapters or cover the remaining class time.
2. Book Talks: Several students that are scheduled to give book talks will present.'
3. In poetry packets, read poems to students as they follow along: "Guilt," Six Minutes," and "Speed"
4. Grammar Mini-Lesson: check worksheet from Monday on Active/Passive Voice. Discuss. Collect for a grade. New lesson: Verb/Verbal Parallelism. Show students Powerpoint presentation on the Smartboard. Pass out worksheet on Verb/Verbal Parallelism. Due Wednesday.
5. Students can continue working on autobiography "choice" chapters or cover the remaining class time.
Monday, April 22, 2013
1. Collect previous week's reading minutes. Pass out new reading minute forms. 100 reading minutes due by Mon., April 29.
2. Warm-up: Hink Pink #1. Give students several minutes to try to solve them. Share answers with class.
3. Book Talks: Several students that are scheduled to give book talks will present.
4. Pass back Foreign words and phrases quiz from Friday. Discuss. Students may retest if they would like - form B test is available.
5. In poetry packet, read poems to students as they follow along: "Fat Man", "Famous"
6. Grammar Mini-Lesson: Active/Passive Voice. Show students Powerpoint presentation on the Smartboard. Pass out worksheet on Active/Passive Voice. Due on Tuesday, April 23.
7. Discuss Autobiography: Book Cover. Students need to begin designing a cover for their autobiography book. Needs to have a title and their name as the author, as well as any appropriate illustrations.
2. Warm-up: Hink Pink #1. Give students several minutes to try to solve them. Share answers with class.
3. Book Talks: Several students that are scheduled to give book talks will present.
4. Pass back Foreign words and phrases quiz from Friday. Discuss. Students may retest if they would like - form B test is available.
5. In poetry packet, read poems to students as they follow along: "Fat Man", "Famous"
6. Grammar Mini-Lesson: Active/Passive Voice. Show students Powerpoint presentation on the Smartboard. Pass out worksheet on Active/Passive Voice. Due on Tuesday, April 23.
7. Discuss Autobiography: Book Cover. Students need to begin designing a cover for their autobiography book. Needs to have a title and their name as the author, as well as any appropriate illustrations.
Friday, April 19, 2013
1. Quiz over Foreign Words and Phrases. Collect.
2. As a class, check Thursday's worksheet on Active/Passive Voice. Collect.
3. Reteach lesson on Active/Passive Voice, if necessary.
4. Students continue to work on object poems - rough draft due today.
5. Students not done with Verb unit may finish at this time.
2. As a class, check Thursday's worksheet on Active/Passive Voice. Collect.
3. Reteach lesson on Active/Passive Voice, if necessary.
4. Students continue to work on object poems - rough draft due today.
5. Students not done with Verb unit may finish at this time.
Thursday, April 18, 2013 (sub)
1. Warm-up activity: Foreign words and phrases. Show p. 8 of Powerpoint. Have students write down origin and meaning. Discuss.
2. As a class, check Wednesday's worksheet on Infinitives. Discuss. Collect.
3. Show Powerpoint lesson on Smartboard on Active/Passive Voice. Discuss.
4. Assign teacher made paper worksheet on Active/Passive Voice. Discuss.
5. Students will work on object poems on computers.
2. As a class, check Wednesday's worksheet on Infinitives. Discuss. Collect.
3. Show Powerpoint lesson on Smartboard on Active/Passive Voice. Discuss.
4. Assign teacher made paper worksheet on Active/Passive Voice. Discuss.
5. Students will work on object poems on computers.
Wednesday, April 17, 2013
1. Warm-up activity: Foreign words and phrases. Show p. 7 of Powerpoint. Have students write down origin and meaning. Discuss.
2. As a class, check Tuesday's worksheet on Participles. Discuss. Collect.
3. Show Powerpoint lesson on Smartboard on Infinitives. DIscuss.
4. Assign teacher made paper worksheet on Participles - due on Thursday.
5. Students will work on object poems on computers.
2. As a class, check Tuesday's worksheet on Participles. Discuss. Collect.
3. Show Powerpoint lesson on Smartboard on Infinitives. DIscuss.
4. Assign teacher made paper worksheet on Participles - due on Thursday.
5. Students will work on object poems on computers.
Tuesday, April 16, 2013
1. Warm-up activity: Foreign words and phrases. Show p. 6 of Poweroint. Have students write down origin and meanings. Discuss.
2. As a class, check Monday's worksheet on Gerunds. Discuss. Collect.
3. Show Powerpoint lesson on Smartboard on Participles. DIscuss.
4. Assign teacher made paper worksheet on Participles - due on Wed.
5. Show Powerpoint on Object Poem assignment. Refer back to object poem samples from poetry packet read on Monday.
6. Students can began working on rough drafts of Object Poems - due on Friday.
2. As a class, check Monday's worksheet on Gerunds. Discuss. Collect.
3. Show Powerpoint lesson on Smartboard on Participles. DIscuss.
4. Assign teacher made paper worksheet on Participles - due on Wed.
5. Show Powerpoint on Object Poem assignment. Refer back to object poem samples from poetry packet read on Monday.
6. Students can began working on rough drafts of Object Poems - due on Friday.
Monday, April 15, 2013
1. Warm-up activity: Foreign words and phrases. Show p. 5 of Poweroint with the foreign money matching terms. Have students match terms and then discuss as a class.
2. Begin Verbal Unit. Do activity with towel (cape) to introduce that Verbals look like verb but act as something entirely different.
3. Show Poweroint lesson on Smartboard on Gerunds. DIscuss.
4. Assign teacher made paper worksheet on Gerunds - due on Tues.
5. Have students get out poetry packets. Read three poems with the class that deal with "objects" and the story involving them or behind them.
6. Begin the scheduling process for4th quarter book talks. Emphasize that the book being used for the book talk needs to be one that has been on recent reading records. When students are ready to prepare their book talk, they can then get the form.
2. Begin Verbal Unit. Do activity with towel (cape) to introduce that Verbals look like verb but act as something entirely different.
3. Show Poweroint lesson on Smartboard on Gerunds. DIscuss.
4. Assign teacher made paper worksheet on Gerunds - due on Tues.
5. Have students get out poetry packets. Read three poems with the class that deal with "objects" and the story involving them or behind them.
6. Begin the scheduling process for4th quarter book talks. Emphasize that the book being used for the book talk needs to be one that has been on recent reading records. When students are ready to prepare their book talk, they can then get the form.
Friday, April 5, 2013
1. Warm-up activity; Foreign words and phrases. Show fourth slide (p. 4) of Powerpoint with the phrases: aloha, bitizer, tycoon, kowtow. Have students match terms and then discuss as a class.
2. On vocabulary page of poetry packet, discuss the words: personification, diction, allegory, and symbolism.
3. Read the poem "The Road Not Taken" by Robert Frost on p. 11 of poetry packet as a class. In addition to pointing out poetic elements/devices, discuss sybolism and the fact that this poem is an allegory.
2. On vocabulary page of poetry packet, discuss the words: personification, diction, allegory, and symbolism.
3. Read the poem "The Road Not Taken" by Robert Frost on p. 11 of poetry packet as a class. In addition to pointing out poetic elements/devices, discuss sybolism and the fact that this poem is an allegory.
Thursday, April 4, 2013
1. Warm-up activity: Foreign words and phrases. Show third slide (p.3) of Poweroint with the phrases: laissez faire, emeritus, cum laude. Ask students to guess what they believe they mean and what language they are in. Discuss
2. Show students pictures in the 8th grade language file of stone walls in New England. Discuss the history/use of them.
3. In red spirals, have students respond to the saying, "Good fences make good neighbors."
4. Discuss the concept of "walls/barriers." Brainstorm some famouse walls or barriors that they know of. What is the purpose of these walls?
5. Read the poem "Mending Wall" by Robert Frost p.13 in poetry packet. Discuss meaning and poetic elements.
6. Have students listen to "Another Brick in the Wall" by Pink Floyd while they read the lyrics. Audio recording and lyrics are posted on the the 8th grade language arts website, Unit 6. Discuss the purpose of the wall referred to in the song.
2. Show students pictures in the 8th grade language file of stone walls in New England. Discuss the history/use of them.
3. In red spirals, have students respond to the saying, "Good fences make good neighbors."
4. Discuss the concept of "walls/barriers." Brainstorm some famouse walls or barriors that they know of. What is the purpose of these walls?
5. Read the poem "Mending Wall" by Robert Frost p.13 in poetry packet. Discuss meaning and poetic elements.
6. Have students listen to "Another Brick in the Wall" by Pink Floyd while they read the lyrics. Audio recording and lyrics are posted on the the 8th grade language arts website, Unit 6. Discuss the purpose of the wall referred to in the song.
Wednesday, April 3, 2013
1. Warm-up activity: Foreign words and phrases. Show second slide (p.2) of Poweroint with the phrases: hors d'oeuvres, quid pro quo, and status quo. Ask students to guess what they believe they mean and what language they are in. Discuss.
2. Read the poem "Nothing Gold Can Stay" by Robert Frost. Analyze the poem for poetic elements. Fill in the chart. Discuss meaning of the poem.
3. Watch video interpretation of the poem "Nothing Gold Can Stay" on 8th Language website. DIscuss whether the images agree with students' mental images.
4. Watch scene from the movie The Outsiders where the poem is recited. Discuss.
5. In students' red spirals, have them write about one of the poems, either "Stopping by Woods on a Snowy Evening" or "Nothing Gold Can Stay" discussing what the poem is about and what poetic elements are evident.
2. Read the poem "Nothing Gold Can Stay" by Robert Frost. Analyze the poem for poetic elements. Fill in the chart. Discuss meaning of the poem.
3. Watch video interpretation of the poem "Nothing Gold Can Stay" on 8th Language website. DIscuss whether the images agree with students' mental images.
4. Watch scene from the movie The Outsiders where the poem is recited. Discuss.
5. In students' red spirals, have them write about one of the poems, either "Stopping by Woods on a Snowy Evening" or "Nothing Gold Can Stay" discussing what the poem is about and what poetic elements are evident.
Tuesday, April 2, 2013
1. Collect last week's (purple) reading logs. Pass out new reading logs for week. Students are to read 80 mnutes for the week.
2. Introduce new warm-up activity: Foreign Words and Phrases. Show first slide of Powerpoint with the phrases: esprit de corps, modus operandi, and eureka. Ask students to gues what they believe they mean and what language they are in. Discuss.
3. Tell students they will be spending the week reading poety by Robert Frost. Show Powerpoint presentation about Robert Frost. Discuss.
4. In student poetry packet, have students turn to page 12. Read the poem "Stopping by Woods on a Snowy Evening" by Robert Frost orally to the students as they follow along.
5. Discuss poetic elements, etc. in the poem. Have students mark on chart. DIscuss the meaning of the poem.
6. With laptops, students continue working on Quizstar worksheets online in order to finish Verbs unit and take the test.
2. Introduce new warm-up activity: Foreign Words and Phrases. Show first slide of Powerpoint with the phrases: esprit de corps, modus operandi, and eureka. Ask students to gues what they believe they mean and what language they are in. Discuss.
3. Tell students they will be spending the week reading poety by Robert Frost. Show Powerpoint presentation about Robert Frost. Discuss.
4. In student poetry packet, have students turn to page 12. Read the poem "Stopping by Woods on a Snowy Evening" by Robert Frost orally to the students as they follow along.
5. Discuss poetic elements, etc. in the poem. Have students mark on chart. DIscuss the meaning of the poem.
6. With laptops, students continue working on Quizstar worksheets online in order to finish Verbs unit and take the test.
Wednesday, March 27, 2013 (1 hour early dismissal)
1. DOL #33. Write sentence on Smartboard. Students will copy over sentence in their yellow spirals and fix with proofreading mards. Corret as a class on the Smartboard.
2. Read the poem "The Fish" orally to the class as they follow along. Tell students that the poem is chock full of alliteration, assonance, similes, and metaphors.
3. With friends, allow students to underline and mark examples of the above poetic writing techniques.
4. As a class, have students share and discuss what they found in the poem.
5. Students will get laptop computers from the cart and continue independently working on watching their ver Powerpoints and completing the Quizstar worksheets that go along with each. Students then need to take the Quiz when they have finished all of the lessons. They may use their notes on the quiz.
2. Read the poem "The Fish" orally to the class as they follow along. Tell students that the poem is chock full of alliteration, assonance, similes, and metaphors.
3. With friends, allow students to underline and mark examples of the above poetic writing techniques.
4. As a class, have students share and discuss what they found in the poem.
5. Students will get laptop computers from the cart and continue independently working on watching their ver Powerpoints and completing the Quizstar worksheets that go along with each. Students then need to take the Quiz when they have finished all of the lessons. They may use their notes on the quiz.
Tuesday, March 26, 2013 (2 hour late start schedule)
1. DOL #32. Write sentence on Smartboard. Students will copy over sentence in their yellow spirals and fix with proofreading marks. Correct as a class on the Smartboard.
2. Students will get laptop computers from the cart and continue independently working on watching their verb Powerpoints and completing the Quizstar worksheets that go along with each. Students then need to take the Quiz when they have finished all of the lessons. They may use their notes on the quiz.
2. Students will get laptop computers from the cart and continue independently working on watching their verb Powerpoints and completing the Quizstar worksheets that go along with each. Students then need to take the Quiz when they have finished all of the lessons. They may use their notes on the quiz.
Monday, March 25 2013
1. Pass back DOL #31(quiz) and discuss.
2. DOL #31. Write sentence on Smartboard. Students will copy over sentence in their yellow spirals and fix with proofreading marks. Correct as a class on the Smartboard.
3. Have students get out their poetry packets. Students need to mark the vocabulary words on front page: simlile, metaphor, alliteration. Review the terms "simile" and "metaphor." Introduce the word "alliteration."
4. Read the poem "Homemade Swimming Hole" on p. 7. Disuss how this poem uses assonance, alliteration, and metaphor.
5. Read the poems "Dreams" and "Harlem (2)" on. p.6. Discuss any of the elements of poetry that Langston Hughes has used and check off in the boxes. Ask students if they remember where the phrase "like a raisin in the sun?" DIscuss the play that was titled after the line in this poem.
6. Watch a Poweroint on the poet Langston Hughes. Dicuss how the topics in which he writes have been affected by his life.
2. DOL #31. Write sentence on Smartboard. Students will copy over sentence in their yellow spirals and fix with proofreading marks. Correct as a class on the Smartboard.
3. Have students get out their poetry packets. Students need to mark the vocabulary words on front page: simlile, metaphor, alliteration. Review the terms "simile" and "metaphor." Introduce the word "alliteration."
4. Read the poem "Homemade Swimming Hole" on p. 7. Disuss how this poem uses assonance, alliteration, and metaphor.
5. Read the poems "Dreams" and "Harlem (2)" on. p.6. Discuss any of the elements of poetry that Langston Hughes has used and check off in the boxes. Ask students if they remember where the phrase "like a raisin in the sun?" DIscuss the play that was titled after the line in this poem.
6. Watch a Poweroint on the poet Langston Hughes. Dicuss how the topics in which he writes have been affected by his life.
Friday March 22, 2013
1. DOL #30 - Quiz. Pass out quiz papers with sentence to correct. Students hand in when done.
2. On vocabulary page of poetry packet, discuss the terms "stanza" and "assonance." Review poems on first 3 pages that students have already read and determine the amount of stanzas.
3. Read the poem titled " Cat" on p. 5 of poetry packet by J.R.R. Tolkien. Discuss what other writings that J.R.R. Tolkien is famous for. Discuss the fact that this poem contains a great deal of assonance. Discuss difference between "rhyming" and "assonance." Have students circle rhyming end words in lines. Have students circle words that show "assonance."
4. Put students with partners and see if they can come up some phrases showing "assonance" that describes some random pictures the teacher has places upon the Smartboard. Share with the class when groups are done.
5. Students may read silently from independent reading books.
2. On vocabulary page of poetry packet, discuss the terms "stanza" and "assonance." Review poems on first 3 pages that students have already read and determine the amount of stanzas.
3. Read the poem titled " Cat" on p. 5 of poetry packet by J.R.R. Tolkien. Discuss what other writings that J.R.R. Tolkien is famous for. Discuss the fact that this poem contains a great deal of assonance. Discuss difference between "rhyming" and "assonance." Have students circle rhyming end words in lines. Have students circle words that show "assonance."
4. Put students with partners and see if they can come up some phrases showing "assonance" that describes some random pictures the teacher has places upon the Smartboard. Share with the class when groups are done.
5. Students may read silently from independent reading books.
Thursday, March 21, 2013
1. DOL #29. Write on the Smartboard. Students will copy sentence and make corrections in their yellow spiral notebooks. Correct on the Smartboard as a class.
2. Read poem on page 2 of poetry packet "Why I'm in Favor of Nuclear Freeze." Have students underline and lines that they particularly think are well written or that they can visualize well. As a class, mark the boxes next to lyric verse, prose, and free verse that apply to this poem.
3. Read poem on p. 3 of poetry packet "I Can't Forget You." Have students underline lines that are visually easy for them to imagine in their heads. Explain the word "hyperbole." Discuss which of the three terms (lyric poetry, prose, and free verse) that apply to this poem.
4. In red spirals, ask students to choose one of the poems read in the last two day to write about. Which poem do they like the best? Why? What lines or specific words do they find the most powerful? Why?.
5. Students may read from independent reading books the remainder of the class period for reading minutes.
2. Read poem on page 2 of poetry packet "Why I'm in Favor of Nuclear Freeze." Have students underline and lines that they particularly think are well written or that they can visualize well. As a class, mark the boxes next to lyric verse, prose, and free verse that apply to this poem.
3. Read poem on p. 3 of poetry packet "I Can't Forget You." Have students underline lines that are visually easy for them to imagine in their heads. Explain the word "hyperbole." Discuss which of the three terms (lyric poetry, prose, and free verse) that apply to this poem.
4. In red spirals, ask students to choose one of the poems read in the last two day to write about. Which poem do they like the best? Why? What lines or specific words do they find the most powerful? Why?.
5. Students may read from independent reading books the remainder of the class period for reading minutes.
Wednesday, March 20, 2013
1. DOL #28. Write on the Smartboard. Students will copy sentence and make corrections in their yellow spiral notebooks. Correct on the Smartboard as a class.
2. Introduce new unit to students: Poetry. Pass out teacher-made poetry packets to students. Read through/discuss 3-4 terms on the front vocabulary page: lyric verse, prose, free verse.
3. Instruct students to turn to page 1 in packet. Read the poem "Maybe Dats Yourwr Pwoblem Too" orally to the class as they follow along. Discuss definition of poetry and the endless possibilities. Complete grid next to poem and discuss which of the terms (lyric verse, prose, free verse) apply to this poem.
4. Students work on independent verb unit during the remaining classtime.
2. Introduce new unit to students: Poetry. Pass out teacher-made poetry packets to students. Read through/discuss 3-4 terms on the front vocabulary page: lyric verse, prose, free verse.
3. Instruct students to turn to page 1 in packet. Read the poem "Maybe Dats Yourwr Pwoblem Too" orally to the class as they follow along. Discuss definition of poetry and the endless possibilities. Complete grid next to poem and discuss which of the terms (lyric verse, prose, free verse) apply to this poem.
4. Students work on independent verb unit during the remaining classtime.
Tuesday, March 19, 2013
1. DOL #27. Write on the Smartboard. Students will copy sentence and make corrections in their yellow spiral notebooks. Correct on the Smartboard as a class.
2. Pass out Verb grammar unit recording sheet. Explain procedures for students: powerpoints on 8th grade website, quizstar worksheets on Quizstar.4teachers.org. Students work at own pace, but completing before deadline yet-to-be-determined by teacher. Final verb test when lesson/worksheets completed.
3. Share Prezi presentation on Verbs with class on the Smartboard. Present only first 2-3 general lessons to get students started.
4. Students will get out laptops and begin working on Verb unit independently.
2. Pass out Verb grammar unit recording sheet. Explain procedures for students: powerpoints on 8th grade website, quizstar worksheets on Quizstar.4teachers.org. Students work at own pace, but completing before deadline yet-to-be-determined by teacher. Final verb test when lesson/worksheets completed.
3. Share Prezi presentation on Verbs with class on the Smartboard. Present only first 2-3 general lessons to get students started.
4. Students will get out laptops and begin working on Verb unit independently.
Monday, March 18, 2013
1. DOL #26. Write on the Smartboard. Students will copy sentence and make corrections i their yellow spiral notebooks. Correct on the Smartboard as a class.
2. Unit 5 Vocabulary quiz and Unit 5 Concept Test. Students work on quiz and test the entire class period.
2. Unit 5 Vocabulary quiz and Unit 5 Concept Test. Students work on quiz and test the entire class period.
Thursday, March 14, 2013
1. DOL #24. Write on the Smartboard. Students will copy sentence and make corrections in their yellow spiral notebooks. Correct on the Smartboard as a class.
2. Hand out to students a copy of the poem "MaCavity" by T.S. Elliott. Read orally to students as they follow along.
3. Share some background information with students regarding the poem and the book that it came from, as well as the Broadway musical Cats.
4. Watch "MaCavity" on Youtube.
5. In red spiral notebooks, students will compare and contrast the poem with the musical performance.
6. Pass out another vocabulary sheet (KIM) to students. Using the definitions from Smartboard file, have students complete for the words: pun, script, diction.
2. Hand out to students a copy of the poem "MaCavity" by T.S. Elliott. Read orally to students as they follow along.
3. Share some background information with students regarding the poem and the book that it came from, as well as the Broadway musical Cats.
4. Watch "MaCavity" on Youtube.
5. In red spiral notebooks, students will compare and contrast the poem with the musical performance.
6. Pass out another vocabulary sheet (KIM) to students. Using the definitions from Smartboard file, have students complete for the words: pun, script, diction.
Wednesday, March 13, 2013
1. Several students will present book talks as scheduled. LAST DAY! End of third quarter.
2. Pass back DOL quiz. Discuss.
3. DOL #23. Write on the Smartboard. Students will copy sentence and make corrections in their yellow spiral notebooks. Correct on the Smartboard as a class.
4. Pass out copies of two of Hamlet's soliloquys. Read the first one to the class. Discuss meaning. Have students work with partners to see if they can gather some meaning from the second soliloquy.
5. Collect Hamlet guided reading worksheets from class. Watch several scenes from Hamlet with Mel Gibson on Youtube.
2. Pass back DOL quiz. Discuss.
3. DOL #23. Write on the Smartboard. Students will copy sentence and make corrections in their yellow spiral notebooks. Correct on the Smartboard as a class.
4. Pass out copies of two of Hamlet's soliloquys. Read the first one to the class. Discuss meaning. Have students work with partners to see if they can gather some meaning from the second soliloquy.
5. Collect Hamlet guided reading worksheets from class. Watch several scenes from Hamlet with Mel Gibson on Youtube.
Tuesday, March 12, 2013
1. Several students will present book talks as scheduled.
2. Assign the story Hamlet for students to read independently.
3. Students are to complete the guided reading paper on Hamlet as they read: due on Wednesday.
2. Assign the story Hamlet for students to read independently.
3. Students are to complete the guided reading paper on Hamlet as they read: due on Wednesday.
Monday, March 11, 2013
SNOW DAY
Friday, March 8, 2013
1. Several students will present ook talks as scheduled.
2. Pass back DOL #22 test. Discuss.
3. Pass out Shakespearean insult page. Instruct students to put together 2 insults to use against another person in class.
4. Pull popsickle sticks and allow students to insult each other with their designed insults.
5. Assign story of Hamlet to be read by Monday.
2. Pass back DOL #22 test. Discuss.
3. Pass out Shakespearean insult page. Instruct students to put together 2 insults to use against another person in class.
4. Pull popsickle sticks and allow students to insult each other with their designed insults.
5. Assign story of Hamlet to be read by Monday.
Thursday, March 7, 2013
1. Several students will present book talks as scheduled.
2. DOL #22 - As a test. Students make corrections on the sheet passed out to them and hand in for a grade.
3. Students will complete 10 point quiz on Quizstar over main ideas of Much Ado About Nothing.
3. Students will work on a "choice" autobiography chapter. Hand in by the end of class.
2. DOL #22 - As a test. Students make corrections on the sheet passed out to them and hand in for a grade.
3. Students will complete 10 point quiz on Quizstar over main ideas of Much Ado About Nothing.
3. Students will work on a "choice" autobiography chapter. Hand in by the end of class.
Wednesday, March 6, 2013
1. Several students will present book talks as scheduled.
2. DOL #21. Students copy sentence from the board and make corrections. Sentence is then corrected as a class on the board.
3. Introduce vocabulary words for unit: monologue, verbal irony, dramatic irony. Students will add words on Smartboards to their vocabulary sheets (KIM).
4. Students will rewatch monologues/asides/soliloquys from Much Ado About Nothing via YouTube.
5. Students will read text of monologue/aside/soliloquey from Much Ado About Nothing and attempt to translate.
2. DOL #21. Students copy sentence from the board and make corrections. Sentence is then corrected as a class on the board.
3. Introduce vocabulary words for unit: monologue, verbal irony, dramatic irony. Students will add words on Smartboards to their vocabulary sheets (KIM).
4. Students will rewatch monologues/asides/soliloquys from Much Ado About Nothing via YouTube.
5. Students will read text of monologue/aside/soliloquey from Much Ado About Nothing and attempt to translate.
Tuesday, March 5, 2013
1. Several students will present book talks as scheduled.
2. DOL # 20. Students copy sentence from the board and make corrections. Sentence is then corrected as a class on the board.
3. Students watch more scenes from the movie Much Ado About Nothing via YouTube.
2. DOL # 20. Students copy sentence from the board and make corrections. Sentence is then corrected as a class on the board.
3. Students watch more scenes from the movie Much Ado About Nothing via YouTube.
Monday, March 4, 2013
1. Several students will present book talks as scheduled.
2. Students will watch several scenes from the movie Much Ado About Nothing via YouTube.
2. Students will watch several scenes from the movie Much Ado About Nothing via YouTube.
Friday, March 1, 2013
1. DOL #19. Students copy sentence from the board and make corrections. Sentence is then corrected as a class on the board.
2. Several students will present book talks as scheduled.
2. Several students will present book talks as scheduled.
Thursday, February 28, 2013
1. DOL #18. Students copy sentence from the board and make corrections. Sentence is then corrected as a class on the board.
2. Several students will present book talks as scheduled.
2. Several students will present book talks as scheduled.
Wednesday, February 27, 2013
1. DOL #17. Students copy sentence from the board and make corrections. Sentence is then corrected as a class on the board.
2. Several students will present book talks as scheduled.
3. Students will watch Powerpoint presentation about the Globe.
4. On new vocabulary sheets, students will learn several words related to the unit on drama and speech: dialogue, drama, scene.
2. Several students will present book talks as scheduled.
3. Students will watch Powerpoint presentation about the Globe.
4. On new vocabulary sheets, students will learn several words related to the unit on drama and speech: dialogue, drama, scene.
Tuesday, February 26, 2013
1. DOL #16. Students copy sentence from the board and make corrections.. Sentence is then corrected as a class on the board.
2. Several students will present book talks as scheduled.
3. Pairs of students will rehearse two-part choral reading selection assigned on Monday.
4. Pairs of students will perform two-part choral reading selections for the class.
5. Students will watch Powerpoint presentation about William Shakespeare.
6. Students will watch short video about Shakespeare.
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2. Several students will present book talks as scheduled.
3. Pairs of students will rehearse two-part choral reading selection assigned on Monday.
4. Pairs of students will perform two-part choral reading selections for the class.
5. Students will watch Powerpoint presentation about William Shakespeare.
6. Students will watch short video about Shakespeare.
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Monday, February 25, 2013
1. DOL #15. Students copy sentence from the board and make corrections. Sentence is then corrected as a class on the board.
2. Several students will present book talks as scheduled.
3. Present Powerpoint Franklin Delano Roosevelt's Fireside Chats. Discuss.
4. From the 8th grade Language Arts' webpage, play audio of FDR's first Fireside Chat concerning banking.
5. Ask students to write in the red spirals regarding why FDR's Fireside Chats might be so effective.
6. 3. Pass out short choral readings from Joyful Noise by Paul Fleischman. Partner students and allow them time to practice their two-part choral reading together. Students will perform for the class on Tuesday.
2. Several students will present book talks as scheduled.
3. Present Powerpoint Franklin Delano Roosevelt's Fireside Chats. Discuss.
4. From the 8th grade Language Arts' webpage, play audio of FDR's first Fireside Chat concerning banking.
5. Ask students to write in the red spirals regarding why FDR's Fireside Chats might be so effective.
6. 3. Pass out short choral readings from Joyful Noise by Paul Fleischman. Partner students and allow them time to practice their two-part choral reading together. Students will perform for the class on Tuesday.
Thursday, February 21, 2013
1. Several students will present book talks as scheduled.
2. DOL # _____. Students copy DOL intor their yellow sprials and make corrections. Discuss as a class.
3. Perform readers' theater Cyrano de Bergerac. Students should use four areas of expressive reading: volume, speed, tone, and pitch.
4. Explain brief history of Fireside Chats by former president Franklin Delano Roosevelt. Pass out transcripts of his first "chat." Read as a class.
5. From the link on the 8th grade language arts web page, listen to portion of FDR's first Fireside Chat.
2. DOL # _____. Students copy DOL intor their yellow sprials and make corrections. Discuss as a class.
3. Perform readers' theater Cyrano de Bergerac. Students should use four areas of expressive reading: volume, speed, tone, and pitch.
4. Explain brief history of Fireside Chats by former president Franklin Delano Roosevelt. Pass out transcripts of his first "chat." Read as a class.
5. From the link on the 8th grade language arts web page, listen to portion of FDR's first Fireside Chat.
Wednesday, February 20, 2013
1. Several students will present book talks as scheduled.
2. DOL # ______. Students copy DOL into their yellow spirals and make corrections. Discuss as a class.
2. Rehearse as a class the choral reading YMCA.
3. Pass out readers' theater Cyrano de Bergerac. Assign reading of readers' theater - due on Thursday.
4. Assign 10 question comprehension quiz on readers' theater due Thursday.
2. DOL # ______. Students copy DOL into their yellow spirals and make corrections. Discuss as a class.
2. Rehearse as a class the choral reading YMCA.
3. Pass out readers' theater Cyrano de Bergerac. Assign reading of readers' theater - due on Thursday.
4. Assign 10 question comprehension quiz on readers' theater due Thursday.
Tuesday, February 19, 2013
1. Several students will present book talks as scheduled.
2. DOL # ______. Students copy DOL into their yellow spirals and make corrections. Discuss as a class.
3. Rehearse as a class the choral reading YMCA.
4. As a class, view information on website regarding the Berlin Wall.
5. As a class, read part of the transcripts of former president Ronald Reagan's speech "Tear Down that Wall."
6. Watch and listen to former president Ronald Reagan's speech "Tear Down that Wall."
7. In red spirals, students will answer the question, "Why was watching and listening to the Speech 'Tear Down that Wall' more effective than reading the transcripts?"
2. DOL # ______. Students copy DOL into their yellow spirals and make corrections. Discuss as a class.
3. Rehearse as a class the choral reading YMCA.
4. As a class, view information on website regarding the Berlin Wall.
5. As a class, read part of the transcripts of former president Ronald Reagan's speech "Tear Down that Wall."
6. Watch and listen to former president Ronald Reagan's speech "Tear Down that Wall."
7. In red spirals, students will answer the question, "Why was watching and listening to the Speech 'Tear Down that Wall' more effective than reading the transcripts?"
Monday, February 18, 2013
1. Collect prior week's reading logs. Pass out new reading logs (orange). 80 minutes are due on Monday, February 25.
2. DOL # _______. Students copy DOL into their yellow spirals and make corrections. Discuss as a class.
3. Schedule book talks for 3rd quarter. All book talks need to be presented by the end of 3rd quarter.
4. Students will clean out daily work folders and collect work to share with parents at parent/teacher conferences. Students need to print out a copy of their research papers to share with parents.
5. Students will be allowed to go to lockers and find any classroom library books that need to be returned.
6. Teacher will collect 10 questions over the readers' theater play A Raisin in the Sun.
7. Class will perform readers' theater play A Raisin in the Sun, using four points of expressive reading: volume, speed, tone, and
2. DOL # _______. Students copy DOL into their yellow spirals and make corrections. Discuss as a class.
3. Schedule book talks for 3rd quarter. All book talks need to be presented by the end of 3rd quarter.
4. Students will clean out daily work folders and collect work to share with parents at parent/teacher conferences. Students need to print out a copy of their research papers to share with parents.
5. Students will be allowed to go to lockers and find any classroom library books that need to be returned.
6. Teacher will collect 10 questions over the readers' theater play A Raisin in the Sun.
7. Class will perform readers' theater play A Raisin in the Sun, using four points of expressive reading: volume, speed, tone, and
Friday, February 15, 2013
NO SCHOOL for students. Staff inservice.
Thursday, February 14, 2013
1, Pass out sheets with choral reading "Bringing the Rain to Kapiti Plain." Assign parts and allow students to mark their part(s). Rehearse several times.
2. Assign parts for the Reader's Theater "A Raisin in the Sun." Assign reading of the entire Reader's Theater for Monday, February 18.
2. Assign parts for the Reader's Theater "A Raisin in the Sun." Assign reading of the entire Reader's Theater for Monday, February 18.
Wednesday, February 13, 2013
1. Revisit reading packet about the Berlin Wall. Ask students to share what they learned from the reading packet.
2. Students will watch to video clip of former Present Ronald Reagan's speeck "Tear Down that Wall." Ask students to jot notes about why they believe that Ronald Reagan was known as "The Great Communicator."
3. Have students share their notes on Ronald Reagan's speech.
4. Present Powerpoint about good speakers/readers.
5. For the remaining class time, students may work on finishing I-Search papers or reading from their independent reading books.
2. Students will watch to video clip of former Present Ronald Reagan's speeck "Tear Down that Wall." Ask students to jot notes about why they believe that Ronald Reagan was known as "The Great Communicator."
3. Have students share their notes on Ronald Reagan's speech.
4. Present Powerpoint about good speakers/readers.
5. For the remaining class time, students may work on finishing I-Search papers or reading from their independent reading books.
Tuesday, February 12, 2013
1. Students will get out copies of choral reading of "The Preable." Rehearse/perform one or two times.
2. Have students get out red spirals. Allow them 1 minute to share with people seated next to them what made Brian Regan a good speaker.
3. Pass out packet of information about The Berlin Wall. Read approximately the first portion of the packet orally to the class. Assign the remainder to be read by Wednesday.
4. For the remaining class time, students may work on finishing I-Search papers or reading from their independent reading books.
2. Have students get out red spirals. Allow them 1 minute to share with people seated next to them what made Brian Regan a good speaker.
3. Pass out packet of information about The Berlin Wall. Read approximately the first portion of the packet orally to the class. Assign the remainder to be read by Wednesday.
4. For the remaining class time, students may work on finishing I-Search papers or reading from their independent reading books.
Monday, February 11, 2013
1. Collect last week's reading logs; pass out new reading logs. 80 minutes due on Monday, February 18.
2. Pass out quarter 3 book talk forms. They will be scheduled to start the week of February 18.
3. Introduce new unit: Speech/Drama.
4. Introduce choral readings: look up definition of" choral."
5. Pass out choral reading "The Preamble." Have students circle or highlight the parts that they will play.
6. Rehearse "The Preamble" several times.
7. Pose the question: What makes a good speaker?" Allow students to watch/listen to comedy bit by Brian Regan titled "Stupid in School." Play two times: the first time students watch and listen, second time students write in their red spirals why they believe that Brian Regan is a good speaker.
8. For the remaining class time, students may work on finishing I-Search papers or reading from their independent reading books.
2. Pass out quarter 3 book talk forms. They will be scheduled to start the week of February 18.
3. Introduce new unit: Speech/Drama.
4. Introduce choral readings: look up definition of" choral."
5. Pass out choral reading "The Preamble." Have students circle or highlight the parts that they will play.
6. Rehearse "The Preamble" several times.
7. Pose the question: What makes a good speaker?" Allow students to watch/listen to comedy bit by Brian Regan titled "Stupid in School." Play two times: the first time students watch and listen, second time students write in their red spirals why they believe that Brian Regan is a good speaker.
8. For the remaining class time, students may work on finishing I-Search papers or reading from their independent reading books.
Friday, February 8, 2013
NO SCHOOL - TEACHER INSERVICE
Thursday, February 7, 2013
1. Students work on I-Search paper components during the class period.
Wednesday, February 6, 2013
1. On Smartboard, teacher will model how an I-Search paper in MLA shoudl look.
2. Sample I-Search papers will be available for students to model theirs after.
3. Students work on I-Search paper components the rest of the class period.
2. Sample I-Search papers will be available for students to model theirs after.
3. Students work on I-Search paper components the rest of the class period.
Tuesday, February 4, 2013
1. Warm-up: Analogy quiz #3 on pp. 42-43 of analogy packet. Students will complete on their own and then hand in to be scored.
2. Mini-lesson: Have students read through park K (pp. 11) of their I-Search packets as teacher reads aloud. Model how to use EasyBib on the Smartboard. Assign bibliography page of I-Search packet.
3. Rough draft due date for Part III, interview/survey, and bibliography is Thursday, Feb. 7.
2. Mini-lesson: Have students read through park K (pp. 11) of their I-Search packets as teacher reads aloud. Model how to use EasyBib on the Smartboard. Assign bibliography page of I-Search packet.
3. Rough draft due date for Part III, interview/survey, and bibliography is Thursday, Feb. 7.
Monday, February 4, 2013
1. Warm-up: Students will complete p. 41 of analogy packet on their own. Check as a class.
2. Students work on part III and interview/survey write-up for their I-Search paper.
2. Students work on part III and interview/survey write-up for their I-Search paper.
Friday, January 25, 2013
1. Warm-up: Students will complete p. 36 of analogy packet on their own. Check as a class.
2. Students may work on part II of their I-Search paper (what I learned)
2. Students may work on part II of their I-Search paper (what I learned)
Thursday, January 24, 2013
1. Warm-up: Students will complete p. 35 of analogy packet on their own. Check as a class.
2. Students may work on part II of their I-Search paper (what I learned)
2. Students may work on part II of their I-Search paper (what I learned)
Wednesday, January 23, 2013
1. Warm-up: Analogy quiz #2 on pp. 33-34 of analogy packet. Students will complete on their own and then hand in to be scored.
2. Teacher will share a sample paragraph of a research paper modeling how to put researched information into sentences through summarizing, paraphrasing, or quoting.
3. Students may begin writing part II of their I-Search paper (What I learned)
2. Teacher will share a sample paragraph of a research paper modeling how to put researched information into sentences through summarizing, paraphrasing, or quoting.
3. Students may begin writing part II of their I-Search paper (What I learned)
Tuesday, January 22, 2013
1. Warm-up activity: Students will complete p. 32 of analogy packet on their own. Check as a class.
2. Teacher will pass out sheet on plagiarism. Teacher and students will read through and discuss.
3. Teacher will pass out sheet on summarizing, paraphrasing, and quotiing. Teacher will model how to summarize, paraphrase, and quote by having students copy teacher modeling on front page of sheet.
4. Teacher will conduct guided practice of summarizing, paraphrasing, and quoting - students will practice as many examples on back of sheet as needed to master skills.
2. Teacher will pass out sheet on plagiarism. Teacher and students will read through and discuss.
3. Teacher will pass out sheet on summarizing, paraphrasing, and quotiing. Teacher will model how to summarize, paraphrase, and quote by having students copy teacher modeling on front page of sheet.
4. Teacher will conduct guided practice of summarizing, paraphrasing, and quoting - students will practice as many examples on back of sheet as needed to master skills.
Monday, January 21, 2013
1. Collect pink reading records from previous week. Pass out new reading records. Due Monday, Jan., 28.
2. Warm-up activity: Students will complete p. 31 of analogy packet on their own. Check as a class.
3. Introduce students to Gale database from Iowa AEA. Model how to search articles from this site.
4. Students continue to research answers to questions in I-Search packet.
2. Warm-up activity: Students will complete p. 31 of analogy packet on their own. Check as a class.
3. Introduce students to Gale database from Iowa AEA. Model how to search articles from this site.
4. Students continue to research answers to questions in I-Search packet.
Friday, January 11, 2013
1. Warm-up activity: Students will complete fifth page of analogy packet on their own. Check as a class.
2 .Students will take Analogy quiz #1 on own and hand in.
3. Students continue to work on rough draft of Part I - Background information of I-search project. When complete, students need to revise and edit their rough draft usig a checklist given by the teacher.
Checklist and rough draft are due by the end of the day today.
4. Students may read from independent reading book when rough draft of Part 1 is completed.
2 .Students will take Analogy quiz #1 on own and hand in.
3. Students continue to work on rough draft of Part I - Background information of I-search project. When complete, students need to revise and edit their rough draft usig a checklist given by the teacher.
Checklist and rough draft are due by the end of the day today.
4. Students may read from independent reading book when rough draft of Part 1 is completed.
Thursday, January 10, 2013
1. Warm-up activity: Students will complete fourth page of analogy packet on their own. Check as a class.
2. Students continue to work on rough draft of Part I - Background information of I-search project. When completed, students need to revise and edit their rough draft using a checklist given by the teacher. Checklist and rough draft need to be handed in to teacher by Friday, January 11 for teacher review.
3. Students may read from independent reading book when rough draft of Part 1 is completed.
2. Students continue to work on rough draft of Part I - Background information of I-search project. When completed, students need to revise and edit their rough draft using a checklist given by the teacher. Checklist and rough draft need to be handed in to teacher by Friday, January 11 for teacher review.
3. Students may read from independent reading book when rough draft of Part 1 is completed.
Wednesday, January 9, 2013
1. Warm-up activity: Students will complete third page of analogy packet on their own. Check as a class.
2. As a class, read through step E in I-search packet (writing Part I - Background information). Discuss how to write a thesis statement, comparing it to a topic sentence in a paragraph, but more detailed.
2. When students have completed step C (narrowing topic) in their I-search packet and have had the teacher initial and approve it, they may begin writing the rough draft of Part I of their I-Search paper. Rough draft of Part I - Background information is due on Friday, January 11.
2. As a class, read through step E in I-search packet (writing Part I - Background information). Discuss how to write a thesis statement, comparing it to a topic sentence in a paragraph, but more detailed.
2. When students have completed step C (narrowing topic) in their I-search packet and have had the teacher initial and approve it, they may begin writing the rough draft of Part I of their I-Search paper. Rough draft of Part I - Background information is due on Friday, January 11.
Tuesday, January 8, 2013
1. Warm-up activity: Students will complete second page of analogy packet on their own. Check as a class.
2. Students should have decided on a research topic on Monday. Read through steps C and D in I-search packet with students about narrowing their topic and writing in their daily research log.
3. Present to students a Powerpoint or Prezi on the Smartobard on suggestions for narrowing their topic
4. Using an inverted pyramid graphic organizer, model narrowing a topic of choice (ex; tornadoes) using some of the suggestions given in the Powerpoint or Prezi.
5. Allow students time to narrow their topic of choice and complete the questions in step C in the I-search packet.
6. As described in step D, students need to complete their daily journal at the back of their packet for the day.
7. Students may read from their independent reading books for the remainder of class.
2. Students should have decided on a research topic on Monday. Read through steps C and D in I-search packet with students about narrowing their topic and writing in their daily research log.
3. Present to students a Powerpoint or Prezi on the Smartobard on suggestions for narrowing their topic
4. Using an inverted pyramid graphic organizer, model narrowing a topic of choice (ex; tornadoes) using some of the suggestions given in the Powerpoint or Prezi.
5. Allow students time to narrow their topic of choice and complete the questions in step C in the I-search packet.
6. As described in step D, students need to complete their daily journal at the back of their packet for the day.
7. Students may read from their independent reading books for the remainder of class.
Monday, January 7, 2013
1. Students will receive new reading log for upcoming week. 100 minutes due on Mon., Jan. 14.
2. Warm-up activity: Share Powerpoint presentation on Analogies on the Smartboard with students. Pass out analogy practice packets. Have students complete first page on their own. Check as a class
3. Class will start research paper (I-Search) project. Students will receive teacher designed packet with step-by-step directions.
4. Teacher will guide students through steps A and B of packet. Step A gives a general overview of the research project components. Step B helps students to deterine a topic of interests in which to research.
5. Students will have time to complete step B individually and in small groups. Students will have additional day to think about choice.
6. For remaining class time, students will have time to read from their independent reading books.
2. Warm-up activity: Share Powerpoint presentation on Analogies on the Smartboard with students. Pass out analogy practice packets. Have students complete first page on their own. Check as a class
3. Class will start research paper (I-Search) project. Students will receive teacher designed packet with step-by-step directions.
4. Teacher will guide students through steps A and B of packet. Step A gives a general overview of the research project components. Step B helps students to deterine a topic of interests in which to research.
5. Students will have time to complete step B individually and in small groups. Students will have additional day to think about choice.
6. For remaining class time, students will have time to read from their independent reading books.
Friday, December 14, 2012
1. 2-3 scheduled students will present their book talks to the class.
2. Teacher will read pp. 166-177 from Travels with Charley. Students will respond in their red spirals to the question "What's up with Charley?"
3. Class will participate in rural word sort of some new unit vocabulary words. In groups of two, students will rank works from smallest to largest. When all groups are done, teacher will display word definitions on Smartboard. Students will then re-evaluage their word rankings. Discuss.
4. Students need to complete unit vocabulary sheets with "big" bubbles for the following words:
5. Pass out plat maps of Humboldt, Webster, and Pocahontas country. Allow students time to study maps and locate where they live.
6. Assignment: Students will write a paragraph telling about where they live. They will attempt to use as many of the vocabulary lesson words as possible.
2. Teacher will read pp. 166-177 from Travels with Charley. Students will respond in their red spirals to the question "What's up with Charley?"
3. Class will participate in rural word sort of some new unit vocabulary words. In groups of two, students will rank works from smallest to largest. When all groups are done, teacher will display word definitions on Smartboard. Students will then re-evaluage their word rankings. Discuss.
4. Students need to complete unit vocabulary sheets with "big" bubbles for the following words:
5. Pass out plat maps of Humboldt, Webster, and Pocahontas country. Allow students time to study maps and locate where they live.
6. Assignment: Students will write a paragraph telling about where they live. They will attempt to use as many of the vocabulary lesson words as possible.
Thursday, December 13, 2012
1. 2-3 scheduled students will present their book talks to the class.
2. Caught'ya #15 on the Smartboard. Students will copy sentence and make needed corrections with proofreading marks. Corrections will be shared on the Smartboard.
3. Read Ch. 7 of Roll of Thunder, Hear My Cry as a class.
2. Caught'ya #15 on the Smartboard. Students will copy sentence and make needed corrections with proofreading marks. Corrections will be shared on the Smartboard.
3. Read Ch. 7 of Roll of Thunder, Hear My Cry as a class.
Wednesday, December 12, 2012
1. 2-3 scheduled students will present their book talks to the class.
2. Mini-lesson: commas with appositives and interrupters.
3. Assign online worksheet on Quizstar.4teachers.org on commas with appositives and interrupters.
4. Read Ch. 6 pp. 117-139 of Roll of THunder, Hear My Cry as a class.
2. Mini-lesson: commas with appositives and interrupters.
3. Assign online worksheet on Quizstar.4teachers.org on commas with appositives and interrupters.
4. Read Ch. 6 pp. 117-139 of Roll of THunder, Hear My Cry as a class.
Tuesday, December 11, 2012
1. 2-3 scheduled students will present their book talks to the class.
2. Caught'ya #14 on the Smartboard. Students will copy sentence and make needed corrections with proofreading marks. Corrections will be shared on Smartboard.
3. Teacher will read pp. 161-165 from Travels with Charley. Students need to respond in their red spirals to the question "What happened during the drive through the national park?"
4. Class will read Roll of Thunder, Hear My Cry Ch. 5 pp. 102 - 116.
2. Caught'ya #14 on the Smartboard. Students will copy sentence and make needed corrections with proofreading marks. Corrections will be shared on Smartboard.
3. Teacher will read pp. 161-165 from Travels with Charley. Students need to respond in their red spirals to the question "What happened during the drive through the national park?"
4. Class will read Roll of Thunder, Hear My Cry Ch. 5 pp. 102 - 116.
Monday, December 10, 2012
1. 2-3 scheduled students will present their book talks to the class.
2. Teacher will read pp. 152-160 from Travels with Charley. Students will respond in their red spirals to the question "What does Steinbeck think about Mondana?"
3. Comma activity: Pair students. Pass out letter on notebook paper. Each pairings goal is to make a list of all of the comma rules that they see demonstrated by the use of commas in the letter. WHen pairs are done with their list, the class will compile their list on the Smartboard and discuss.
4. Comma lesson: commas in a list
5. Students need to complete online worksheet on Quixstar.4teachers.org on commas in a list
2. Teacher will read pp. 152-160 from Travels with Charley. Students will respond in their red spirals to the question "What does Steinbeck think about Mondana?"
3. Comma activity: Pair students. Pass out letter on notebook paper. Each pairings goal is to make a list of all of the comma rules that they see demonstrated by the use of commas in the letter. WHen pairs are done with their list, the class will compile their list on the Smartboard and discuss.
4. Comma lesson: commas in a list
5. Students need to complete online worksheet on Quixstar.4teachers.org on commas in a list
Friday, December 7 2012
1. 2-3 students will present their book talks to the class.
2. Read pp. 139-151 of Travels with Charley. Students will respond in their red spirals to the question, "Describe the person Steinbeck meets by the stream."
3. Mini-lesson: Commas after introductory phrases and clauses. Powerpoint presentation on Smartboard.
4. Assign Quizstar worksheet online: commas after introductory phrases and clauses.
2. Read pp. 139-151 of Travels with Charley. Students will respond in their red spirals to the question, "Describe the person Steinbeck meets by the stream."
3. Mini-lesson: Commas after introductory phrases and clauses. Powerpoint presentation on Smartboard.
4. Assign Quizstar worksheet online: commas after introductory phrases and clauses.
Thursday, December 6, 2012
1. 2-3 students will present their book talks to the class.
2 .Caught'ya #14 on Smartboard. Correct as a class. Discuss.
3. Check pp. 115-116 worksheet on types of sentences as a class. Collect.
4. Read first half of Chapter 6 of Roll of Thunder, Hear My Cry Ch. 5 pp. 102-116
5. Mini-lesson:commas compound sentences. Powerpoint presentation on Smartboard.
6. Assign Quizstar worksheet online: commas in compound sentences.
2 .Caught'ya #14 on Smartboard. Correct as a class. Discuss.
3. Check pp. 115-116 worksheet on types of sentences as a class. Collect.
4. Read first half of Chapter 6 of Roll of Thunder, Hear My Cry Ch. 5 pp. 102-116
5. Mini-lesson:commas compound sentences. Powerpoint presentation on Smartboard.
6. Assign Quizstar worksheet online: commas in compound sentences.
Wednesday, December 5, 2012
1. 2-3 students will present their book talks to the class.
2. Play rural music video "" that is linked to 8th grade language arts website. Discuss rural aspects of song.
3. Read pp. 133-139 from Travels with Charley. Students will respond in their red sprials to the question, "What does Steinbeck find by the stream?"
4. Review types of sentences with students. Assign worksheet pp. 115-116 as more practice on identifying types of sentences.
5. Students may read from independent reading books the rest of the class period.
2. Play rural music video "" that is linked to 8th grade language arts website. Discuss rural aspects of song.
3. Read pp. 133-139 from Travels with Charley. Students will respond in their red sprials to the question, "What does Steinbeck find by the stream?"
4. Review types of sentences with students. Assign worksheet pp. 115-116 as more practice on identifying types of sentences.
5. Students may read from independent reading books the rest of the class period.
Tuesday, December 4, 2012
1. 2-3 students will present their book talks to the class.
2. Caught'ya #13 on Smartboard. Correct as a class. Discuss.
3. As a class, read Roll of Thunder, Hear My Cry Ch. 4 pp. 88- 100.
4. Final class time to work on rural essay. DUE TODAY. Students who are finished may read from their independent reading book.
2. Caught'ya #13 on Smartboard. Correct as a class. Discuss.
3. As a class, read Roll of Thunder, Hear My Cry Ch. 4 pp. 88- 100.
4. Final class time to work on rural essay. DUE TODAY. Students who are finished may read from their independent reading book.
Monday, December 3, 2012
1. 2-3 students will present their book talks to the class.
2. Play rural music video "Amarillo Sky" that is linked to 8th grade language arts website. Discuss rural aspects of song.
3. Read pp. 125-132 of Travels with Charley. How does Steinbeck view WI and what does he see? Tell about Steinbeck's drive through Minneapolis.
4. Mini-lesson: Type of sentences. Pull up Powerpoint lesson on Smartboard to present
5. Do worksheet pp. 113-114 together as a class.
6. Students continue to work on rural essay. Students should print out rough draft and revise and edit on this paper. THen, students need to fix errors on computer and print out a final copy. Final copy due Tues.
2. Play rural music video "Amarillo Sky" that is linked to 8th grade language arts website. Discuss rural aspects of song.
3. Read pp. 125-132 of Travels with Charley. How does Steinbeck view WI and what does he see? Tell about Steinbeck's drive through Minneapolis.
4. Mini-lesson: Type of sentences. Pull up Powerpoint lesson on Smartboard to present
5. Do worksheet pp. 113-114 together as a class.
6. Students continue to work on rural essay. Students should print out rough draft and revise and edit on this paper. THen, students need to fix errors on computer and print out a final copy. Final copy due Tues.
Friday, November 30, 2012
1. Caught'ya # 12 on Smartboard. Correct as a class. Discuss.
2. Read more from Chapter 4 pp. 77-101 of Roll of Thunder, Hear My Cry as a class.
3. Students will continue to work on their "rural art" essay and webbing assignment.
2. Read more from Chapter 4 pp. 77-101 of Roll of Thunder, Hear My Cry as a class.
3. Students will continue to work on their "rural art" essay and webbing assignment.
Thursday, November 29, 2012
1. Play rural music video "Oklahoma - the musical" that is linked to 8th grade language arts website. Discuss rural aspects of setting.
2. Read pp. 114-124 of Travels with Charley. Have students respond in their red spirals to the statement, "Explain Steinback's 'break" from his adventure."
3. Students will continue to work on their "rural art" essay and webbing assignment.
2. Read pp. 114-124 of Travels with Charley. Have students respond in their red spirals to the statement, "Explain Steinback's 'break" from his adventure."
3. Students will continue to work on their "rural art" essay and webbing assignment.
Wednesday, November 28 2012
1. Caught'ya # 11 on Smartboard. Correct as a class and discuss.
2. Teacher will read poems "Vermont Conversation" and :Farmer" from the Smartboard to the class. Discuss.
3. Read Roll of Thunder, Hear My Cry Ch. 4 pp. 69-77 with the class.
4. Students will begin webbing their essay on planning sheet. Students must share plan with teacher before they can get a laptop and begin writing.
2. Teacher will read poems "Vermont Conversation" and :Farmer" from the Smartboard to the class. Discuss.
3. Read Roll of Thunder, Hear My Cry Ch. 4 pp. 69-77 with the class.
4. Students will begin webbing their essay on planning sheet. Students must share plan with teacher before they can get a laptop and begin writing.
Tuesday, November 27, 2012
1. Play rural music video "Rocky Mountain High" by John Denver that is linked to 8th grade language arts website. Discuss rural aspects of setting.
2. Read pp. 105-114 of Travels with Charley by John Steinbeck to the class. Students respond in their red spirals to the statement, " Who is the guardian, and how does Steinbeck meet him?"
3. Teacher will share rural object with class. Teacher will model how to use a graphic organizer to "web" information for the assigned essay about the rural object.
4. Teacher will pass out and discuss rural object essay assignment sheet and rubric.
5. If time, teacher will model beginning paragraphs of teacher essay on the Smartboard.
2. Read pp. 105-114 of Travels with Charley by John Steinbeck to the class. Students respond in their red spirals to the statement, " Who is the guardian, and how does Steinbeck meet him?"
3. Teacher will share rural object with class. Teacher will model how to use a graphic organizer to "web" information for the assigned essay about the rural object.
4. Teacher will pass out and discuss rural object essay assignment sheet and rubric.
5. If time, teacher will model beginning paragraphs of teacher essay on the Smartboard.
Monday, November 26, 2012
1. Caught'ya # 10 on the Smartboard. Correct as a class.
2. Schedule book talks (approximately 2-3 a day) for the upcoming weeks before Chrismas break.
3. Pass back subject/predicate quizzes from before Thanksgiving. Discuss.
4. Introduce unit vocabulary words: rustic and landscape. Students need to complete unit vocabulary sheet "bubbles" for each of these words. They will be on unit vocabulary quiz before Christmas.
5. Discuss first half of chapter 3 of Roll of Thunder, Hear My Cry that was read before Thanksgiving break. Ask students to summarize the children's plans to get back at the yellow school bus.
6. Assign the remainder of Ch. 3 of Roll of Thunder, Hear My Cry (pp. 56-68) for the rest of the class period.
2. Schedule book talks (approximately 2-3 a day) for the upcoming weeks before Chrismas break.
3. Pass back subject/predicate quizzes from before Thanksgiving. Discuss.
4. Introduce unit vocabulary words: rustic and landscape. Students need to complete unit vocabulary sheet "bubbles" for each of these words. They will be on unit vocabulary quiz before Christmas.
5. Discuss first half of chapter 3 of Roll of Thunder, Hear My Cry that was read before Thanksgiving break. Ask students to summarize the children's plans to get back at the yellow school bus.
6. Assign the remainder of Ch. 3 of Roll of Thunder, Hear My Cry (pp. 56-68) for the rest of the class period.
Monday, November 18, 2012
1. Collect tan reading logs from previous week. Pass out new reading logs for upcoming week. (60 minutes required)
2. Play rural music video "Fly Over States" by Jason Aldean that is linked to 8th grade language arts website. Discuss rural aspects of setting.
3. Caught'ya #9 on the Smartboard. Correct as a class.
4. Pass back vocabulary quizzes from Friday. Discuss.
5. Quiz: Subjects and Predicates Form B.
6. Pass out writing assignment reminder sheet. Ask students to bring in a piece of artwork or a photo of a piece of artwork for upcoming writing assignment. Students will begin prewriting and writing the week after Thanksgiving.
7. Continue working on revising and editing "choice" chapter from autobiography project. Final copies due today.
2. Play rural music video "Fly Over States" by Jason Aldean that is linked to 8th grade language arts website. Discuss rural aspects of setting.
3. Caught'ya #9 on the Smartboard. Correct as a class.
4. Pass back vocabulary quizzes from Friday. Discuss.
5. Quiz: Subjects and Predicates Form B.
6. Pass out writing assignment reminder sheet. Ask students to bring in a piece of artwork or a photo of a piece of artwork for upcoming writing assignment. Students will begin prewriting and writing the week after Thanksgiving.
7. Continue working on revising and editing "choice" chapter from autobiography project. Final copies due today.
Tuesday, November 19, 2012
1. Play "rural" music video "Shennandoah" that is linked to 8th grade language arts website. Discuss rural aspects of setting.
2. Read from Travels with Charley, pp. .Have students respond to the question:
3. Read poems on Powerpoint titled "Farmer" and "Vermont Conversation."
4. Pass back subject/predicate quiz from Monday.
5. Read Chapter 3 from Roll of Thunder, Hear My Cry as a class.
(Block 6/7 - Help students at Mease write letters to Santa Claus for Humboldt newspaper - will make up Tuesday classwork on Wednesday.)
2. Read from Travels with Charley, pp. .Have students respond to the question:
3. Read poems on Powerpoint titled "Farmer" and "Vermont Conversation."
4. Pass back subject/predicate quiz from Monday.
5. Read Chapter 3 from Roll of Thunder, Hear My Cry as a class.
(Block 6/7 - Help students at Mease write letters to Santa Claus for Humboldt newspaper - will make up Tuesday classwork on Wednesday.)
Wednesday, November 20, 2012
1. Students will read from independent reading book.
(Block 6/7 students will complete assignments from Tuesday that they misssed.)
(Block 6/7 students will complete assignments from Tuesday that they misssed.)
Friday, November 15, 2012
1. Play "rural" music video "The Interstate 80 Song" that is linked to 8th grade language arts website. Discuss rural aspects of setting.
2. Have students complete a quiz on vocabulary from the stories "The Cold" and "Miracle Boy." Collect.
3. Pass out copies of Roll of Thunder, Hear My Cry. Discuss Ch. 3 vocabulary from packets. Assign Chapter 3.
4. Continue working on revising and editing "choice" chapter from autobiography project. Final copies will need to be done before Thanksgiving break.
2. Have students complete a quiz on vocabulary from the stories "The Cold" and "Miracle Boy." Collect.
3. Pass out copies of Roll of Thunder, Hear My Cry. Discuss Ch. 3 vocabulary from packets. Assign Chapter 3.
4. Continue working on revising and editing "choice" chapter from autobiography project. Final copies will need to be done before Thanksgiving break.
Thursday, November 15, 2012
1. Play "rural" music video "Night RIder's Lament" that is linked to 8th grade language arts website. Discuss rural aspects of setting.
2. Caught'ya #8 on the Smartboard. Correct as a class.
3. Watch short video-biography on language arts' webpage about John Steinbeck.
4. Read poems on Powerpoint titled, "Farmer" and "Vermont Conversation." Watch additional Powerpoint on Haiku.
5. Assign additional worksheet on identifying subjects and predicates in sentences. Due Friday.
6. Students need to work on revising and editing a second chapter in their autobiography from the "choice" section. Students need to use same checklist that was used for first chapter. Final copy will be due on Friday.
2. Caught'ya #8 on the Smartboard. Correct as a class.
3. Watch short video-biography on language arts' webpage about John Steinbeck.
4. Read poems on Powerpoint titled, "Farmer" and "Vermont Conversation." Watch additional Powerpoint on Haiku.
5. Assign additional worksheet on identifying subjects and predicates in sentences. Due Friday.
6. Students need to work on revising and editing a second chapter in their autobiography from the "choice" section. Students need to use same checklist that was used for first chapter. Final copy will be due on Friday.
Wednesday, November 14, 2012
1. Play "rural" music video "Big Green Tractor" that is linked to 8th grade language arts website. Discuss rural aspects of setting.
2. Read pp. 89-95 of Travels with Charley. Students should respond to the question "What does Steinbeck have to say about traveling the interstates and utilizing rest and truck stops?" in their red spirals.
3. Check worksheet on identifying verbs as a class. Collect.
4. Pass out copies of the novel Roll of Thunder, Hear My Cry to class. In student packets, read and discuss vocabulary words for Chapter 2.
5. Assign chapter 2 of Roll of THunder, Hear My Cry to be read independently.
2. Read pp. 89-95 of Travels with Charley. Students should respond to the question "What does Steinbeck have to say about traveling the interstates and utilizing rest and truck stops?" in their red spirals.
3. Check worksheet on identifying verbs as a class. Collect.
4. Pass out copies of the novel Roll of Thunder, Hear My Cry to class. In student packets, read and discuss vocabulary words for Chapter 2.
5. Assign chapter 2 of Roll of THunder, Hear My Cry to be read independently.
Tuesday, November 13, 2012
1. Play "rural" music video "Christmas for Cowboys" that is linked to 8th grade language arts website. Discuss rual aspects of setting.
2. Caught'ya #7 on the Smartboard. Correct as a class.
3. Read pp. 84-88 from Travels with Charley. Students should respond to the question "What is the problem at the Canada/U.S. border?' in their red spirals.
4. Pass out the short story, "The Flowers" to students. Read story together and discuss.
5. Mini-lesson: On Smartboard, present the Powerpoint lesson on types of verbs. Assign coordinating worksheet as homework.
2. Caught'ya #7 on the Smartboard. Correct as a class.
3. Read pp. 84-88 from Travels with Charley. Students should respond to the question "What is the problem at the Canada/U.S. border?' in their red spirals.
4. Pass out the short story, "The Flowers" to students. Read story together and discuss.
5. Mini-lesson: On Smartboard, present the Powerpoint lesson on types of verbs. Assign coordinating worksheet as homework.
Monday, November 12, 2012
1. Play "rural" music video "Christmas for Cowboys" that is linked to 8th grade language arts website. Discuss rural aspects of setting.
2. Caught'ya #6 on the Smartboard. Correct as a class.
3. Pass out class novel Roll of Thunder, Hear My Cry to students. Pass out vocabulary and comprehension packets to students as a reference.
4. Read through Ch. 1 vocabulary words as a class. DIscuss. Read chapter 1 of "Roll of THunder, Hear My Cry" as a class.. Discuss.
2. Caught'ya #6 on the Smartboard. Correct as a class.
3. Pass out class novel Roll of Thunder, Hear My Cry to students. Pass out vocabulary and comprehension packets to students as a reference.
4. Read through Ch. 1 vocabulary words as a class. DIscuss. Read chapter 1 of "Roll of THunder, Hear My Cry" as a class.. Discuss.
Friday, November 9, 2012
1. Caught'ya #5 on Smartboard. Students will copy sentence and correct.
2. Teacher will read orally from Travels with Charley pp. 79-83. Students will be prepared to orally discuss the question "What does John Steinbeck stop and read while on the highways? Why?
3. Pass back quizzes on sentence structure and discuss/reteach if necessary.
4. Play "rural music video "Take Me Home, Country Roads" that is linked to 8th grade language arts website. Discuss rural aspects of the setting.
5. On Smartboard, show Powerpoint of "Depression and WWII" to the class as background knowledge for upcoming novel.
6. If students haven't printed out their autobiography chapter title, "Myself as a Reader" they need to do so and hand in with rough draft and checklist.
7. Students may read from independent reading books the rest of class.
2. Teacher will read orally from Travels with Charley pp. 79-83. Students will be prepared to orally discuss the question "What does John Steinbeck stop and read while on the highways? Why?
3. Pass back quizzes on sentence structure and discuss/reteach if necessary.
4. Play "rural music video "Take Me Home, Country Roads" that is linked to 8th grade language arts website. Discuss rural aspects of the setting.
5. On Smartboard, show Powerpoint of "Depression and WWII" to the class as background knowledge for upcoming novel.
6. If students haven't printed out their autobiography chapter title, "Myself as a Reader" they need to do so and hand in with rough draft and checklist.
7. Students may read from independent reading books the rest of class.
Thursday, November 8, 2012 - Iowa Assessments
(shortened schedule)
1. Teacher will read orally from Travels with Charley pp. 74-79. Students will respond to the statement, "Tell about Steinbeck's church experience" in their red sprial notebooks.
2. Quiz on sentence structures worked on so far: subject/predicate, simple subjects and predicates, compound subjects and predicates, phrases and clauses, combining simple subjects and predicates.
2. Quiz on sentence structures worked on so far: subject/predicate, simple subjects and predicates, compound subjects and predicates, phrases and clauses, combining simple subjects and predicates.
Wednesday, November 7, 2012 - Iowa Assessments
(very shortened schedule)
1. Students will read from independent reading books or work on late assignments for language.
Tuesday, November 6, 2012 - Iowa Assessments
(shortened schedule)
1. Caught'ya #4 on Smartboard. Students will copy sentence and correct.
2. Check pp. 107-108 on combining simple subjects and predicates. Collect.
3. Students will be introduced to some background information regarding the Civil Rights Movement and Jim Crow Laws.
4. Students will read from independent reading books.
BOOK ORDERS ARE DUE TODAY!
2. Check pp. 107-108 on combining simple subjects and predicates. Collect.
3. Students will be introduced to some background information regarding the Civil Rights Movement and Jim Crow Laws.
4. Students will read from independent reading books.
BOOK ORDERS ARE DUE TODAY!
Monday, November 5, 2012
1. Teacher will collect reading logs from students from previous week (pink). Teacher will pass out new reading logs for upcoming week that will be due on Monday, Nov. 12.
2. Students will view the artwork of Iowa artist Charles Freitag on the Smartboard. Discuss the rural setting of his pictures.
2. Periods 1/2, 6/7 - Check worksheet pp. 71-72 on phrases and clauses as a class. Collect.
3. Mini-lesson: Combining simple subjects and simple predicates on the Smartboard.
4. Assign worksheet pp. 107-108 - Due Tuesday.
5. Read from Travels with Charley, pp. 70-74. Have students respond to the question"Would you describe Steinbeck as more of a rural person or an urban person? Explain." in their red sprial notebooks.
6. Students will finish revising, editing, and fixing autobiography chapter titled "Myself as a Reader." Students should hand in checklist, rough draft with revisions and editing, and fixed-up final copy stapled together.
2. Students will view the artwork of Iowa artist Charles Freitag on the Smartboard. Discuss the rural setting of his pictures.
2. Periods 1/2, 6/7 - Check worksheet pp. 71-72 on phrases and clauses as a class. Collect.
3. Mini-lesson: Combining simple subjects and simple predicates on the Smartboard.
4. Assign worksheet pp. 107-108 - Due Tuesday.
5. Read from Travels with Charley, pp. 70-74. Have students respond to the question"Would you describe Steinbeck as more of a rural person or an urban person? Explain." in their red sprial notebooks.
6. Students will finish revising, editing, and fixing autobiography chapter titled "Myself as a Reader." Students should hand in checklist, rough draft with revisions and editing, and fixed-up final copy stapled together.
Monday, October 29, 2012
1. Caught'ya #1 p. 147 on Smartboard. Students will copy sentence and correct.
2. Check worksheet on subjects/predicates p. 65-66 as a class on the Smartboard.
3. Mini-lesson: Compound Subjects and Compound Predicates. Students will view a powerpoint on the topic.
4. Students will be assigned worksheet pp. 67-68 on Compound Subjects and Compound Predicates, due on Tuesday.
5. View first artwork from class website: Grant Wood's "American Gothic." Discuss rural features of picture.
6. Read from Travels with Charley pp. 48-58.
7. In their red spirals, students need to respond to the prompt: What is Steinbeck's view on hunting? Explain.
8, Students read from their independent reading books.
2. Check worksheet on subjects/predicates p. 65-66 as a class on the Smartboard.
3. Mini-lesson: Compound Subjects and Compound Predicates. Students will view a powerpoint on the topic.
4. Students will be assigned worksheet pp. 67-68 on Compound Subjects and Compound Predicates, due on Tuesday.
5. View first artwork from class website: Grant Wood's "American Gothic." Discuss rural features of picture.
6. Read from Travels with Charley pp. 48-58.
7. In their red spirals, students need to respond to the prompt: What is Steinbeck's view on hunting? Explain.
8, Students read from their independent reading books.
Tuesday, October 30, 2012
1. Caught'ya #2 p. 147 on Smartboard. Students will copy sentence and correct.
2. Check worksheet on compound subjects and predicates pp. 67-68 as a class using the Smartboard.
3. Mini-lesson: Phrases and Clauses. Students will view a powerpoint on the topic.
4. Students will be assigned worsheet pp. 71-72 on phrases and clauses, due Wednesday.
5. View 2nd artwork from class website: Gas by Edward Hopper. Discuss.
6. Read from Travels with Charley pp. 59-65, Discuss as a class the question: What type of migrant worker does John Steinbeck talk about working in Maine?
7. Teach vocabulary words that go along with Wednesday's story: The Colt by Nancy K. Brown. Pass out story vocabulary sheet and have students complete by copying from Smartboard.
8.. Students may read from independent reading books.
2. Check worksheet on compound subjects and predicates pp. 67-68 as a class using the Smartboard.
3. Mini-lesson: Phrases and Clauses. Students will view a powerpoint on the topic.
4. Students will be assigned worsheet pp. 71-72 on phrases and clauses, due Wednesday.
5. View 2nd artwork from class website: Gas by Edward Hopper. Discuss.
6. Read from Travels with Charley pp. 59-65, Discuss as a class the question: What type of migrant worker does John Steinbeck talk about working in Maine?
7. Teach vocabulary words that go along with Wednesday's story: The Colt by Nancy K. Brown. Pass out story vocabulary sheet and have students complete by copying from Smartboard.
8.. Students may read from independent reading books.
Wednesday, October 31, 2012
1. Caught'ya #3 p. 147 on Smartboard. Students will copy sentence and correct.
2. Check worksheet on phrases and clauses pp. 71-72 as a class. Collect.
3. Assign story "The Colt" to be read by Thursday.
2. Check worksheet on phrases and clauses pp. 71-72 as a class. Collect.
3. Assign story "The Colt" to be read by Thursday.
Thursday, November 1, 2012
1. Read from Travels with Charley pp. 65-70.
2. Students respond in their red sprial notebook to the prompt: Describe John Steinbeck's evening with his guests.
3. Using pennies, have a class discussion over questions to "The Colt" from the Smartboard. Each student must participate by putting their penny in the basket after they have contributed to the discussion.
4. Discuss the terms "revising" and "editing" with class. Pass out revision and editing checklists and read through and discuss them as a class.
5. Direct students to pull up their autobiography folder in their server on a laptop. Students need to do the following regarding their first draft chapter titled "Myself as a Reader."
a) print out a copy of the rought draft
b) read chapter orally to a classmate
c) with a pen, revise using the revising checklist given by the teacher
d) with a pen, edit using the editing checklist given by the teacher
e) make correction to chapter on laptop
f) print out new copy of chapter, staple revising and editing checklist to the top, and hand in to the
teacher
2. Students respond in their red sprial notebook to the prompt: Describe John Steinbeck's evening with his guests.
3. Using pennies, have a class discussion over questions to "The Colt" from the Smartboard. Each student must participate by putting their penny in the basket after they have contributed to the discussion.
4. Discuss the terms "revising" and "editing" with class. Pass out revision and editing checklists and read through and discuss them as a class.
5. Direct students to pull up their autobiography folder in their server on a laptop. Students need to do the following regarding their first draft chapter titled "Myself as a Reader."
a) print out a copy of the rought draft
b) read chapter orally to a classmate
c) with a pen, revise using the revising checklist given by the teacher
d) with a pen, edit using the editing checklist given by the teacher
e) make correction to chapter on laptop
f) print out new copy of chapter, staple revising and editing checklist to the top, and hand in to the
teacher
Friday, November 2, 2012
1. "Caught-ya" #3 on Smartboard. Students correct and discuss as a class.
2. Mini-lesson on Smartboard concerning phrases and clauses. Assign worksheet pp. 71-72 which is due on Monday.
3. Continue woring on revising and editing autobiography chapter titled "Myself as a Reader."
4. Students may read from independent reading books the remainder of class.
2. Mini-lesson on Smartboard concerning phrases and clauses. Assign worksheet pp. 71-72 which is due on Monday.
3. Continue woring on revising and editing autobiography chapter titled "Myself as a Reader."
4. Students may read from independent reading books the remainder of class.
Thursday, October 25, 2012 - conferences 4-7:30
1. Read aloud from Travels with Charley pp. 43-48.
2. Students will respond in their red spirals: John Steinbeck and washing clothes. Explain.
3. Check worksheet pp. 65-66 as a class Teacher will collect.
4. Ask students to write 5 sentences about the book Travels with Charley. After students have written their five sentences, students will cut sentences into subject and predicate, as well as circle simple subject and simple predicate.
5. Students will read from independent reading books.
Wednesday, October 24, 2012
1. Read aloud from Travels with Charley pp. 32-42.
2. Students will respond in their red spirals: tell more about Charley.
3. Mini-lesson on basic sentence structure with Powerpoint presentation on Smartboard: subjects and predicates.
4. Pass out worksheet pp. 65-66. Do pp. 65 together as a class, modifying directions so that students are cutting sentence where subject ends and predicate begins as well as circling the simple subject and the simple predicate.
Tuesday, October 23, 2012 -conferences 4-7:30
1. Read aloud from Travels with Charley pp. 23-32.
2. Students will respond in their red spirals to the prompt: tell about John Steinbeck's first stop.
3. Teacher will present reading awards for reading minutes from 1st quarter.
4. Discuss the story "Miracle Boy" as a class, using questions on the Smartboard. All students must contribute a minimum of one time to class discussion.
5. Watch/score disaster Moviemaker presentations and eat popcorn.
2. Students will respond in their red spirals to the prompt: tell about John Steinbeck's first stop.
3. Teacher will present reading awards for reading minutes from 1st quarter.
4. Discuss the story "Miracle Boy" as a class, using questions on the Smartboard. All students must contribute a minimum of one time to class discussion.
5. Watch/score disaster Moviemaker presentations and eat popcorn.
the_colt_vocabulary.docx | |
File Size: | 59 kb |
File Type: | docx |
Monday, October 22, 2012
1. Students will be assigned a new seating arrangement for the next month.
2. Teacher will pass out new reading logs for upcoming week. 80 reading minutes is due on Monday, October 29.
3. Students will be asked to go to lockers and locate long-lost books from classroom reading library.
4. Read aloud from Travels with Charley pp. 19-23. (No student written response)
5. Read Steinbeck's biography from class website Unit 2 link.
6. Teach vocabulary words for upcoming story "Miracle Boy." Pass out new vocabulary sheets to students to complete. Display vocabulary words and definitions on Smartboard for students to copy.
7. Read first two pages of "Miracle Boy" to the class. Assign the remainder of the story for students to read independently.
8. Students may read from independent reading books the remainder of the class period.
Wednesday, October 17, 2012
Periods 1/2 - will complete Tuesday, October 16 lesson plans.
1. Read aloud from Travels With Charley, pp. 10-16
2. Students will respond to the question: Explain what delays John Steinbeck's adventure. Tell about it.
3. Teacher will present a mini-lesson on subjects/predicates on Smartboard. (Powepoint)
4. Teacher will pass out worksheet p. 65-66 to students. Teacher will instruct students to cross out directions and modify to: Draw a line between the subject and the predicate of each sentence. Circle the simple subject and the simple predicate.
5. Complete p. 65 #1-7 as guided practice in class.
6. Assign p. 66.
1. Read aloud from Travels With Charley, pp. 10-16
2. Students will respond to the question: Explain what delays John Steinbeck's adventure. Tell about it.
3. Teacher will present a mini-lesson on subjects/predicates on Smartboard. (Powepoint)
4. Teacher will pass out worksheet p. 65-66 to students. Teacher will instruct students to cross out directions and modify to: Draw a line between the subject and the predicate of each sentence. Circle the simple subject and the simple predicate.
5. Complete p. 65 #1-7 as guided practice in class.
6. Assign p. 66.
Tuesday, October 16, 2012
1. Remaining students will preent book talks to class. (Periods 1/2 will have short class due to assembly)
2. Begin Unit 2: It Happened in the Country...
3. Teacher will write the words "country, countryside and rural" on the Smartboard. Ask students to help brainstorm what they think of when they hear these words.
4. Teacher will pass out new vocabulary word sheets. Students will complete vocabulary sheet for the following words: country, countryside, and rural.
5. Teacher will introduce the read-aloud book for the quarter: Travels With Charley by John Steinbeck.
6. Teacher will share a short biography on John Steinbeck on the Smartboard.
7. Teacher will read pp. 3-9 of the book Travels With Charley.
8. In red spirals, students will respond to the questions: 1) Tell about John Steinbeck's plans. 2) Do you like to travel? What kind of traveler are you? Explain.
9. Students will read from independent reading books. Groups not yet finished with Movie maker presentations will work during this time.
2. Begin Unit 2: It Happened in the Country...
3. Teacher will write the words "country, countryside and rural" on the Smartboard. Ask students to help brainstorm what they think of when they hear these words.
4. Teacher will pass out new vocabulary word sheets. Students will complete vocabulary sheet for the following words: country, countryside, and rural.
5. Teacher will introduce the read-aloud book for the quarter: Travels With Charley by John Steinbeck.
6. Teacher will share a short biography on John Steinbeck on the Smartboard.
7. Teacher will read pp. 3-9 of the book Travels With Charley.
8. In red spirals, students will respond to the questions: 1) Tell about John Steinbeck's plans. 2) Do you like to travel? What kind of traveler are you? Explain.
9. Students will read from independent reading books. Groups not yet finished with Movie maker presentations will work during this time.
Monday, October 15, 2012
1. Remaining students will present book talks to class.
2. Teacher will collect reading logs from previous week. (teal) No reading logs for the week.
3. Teacher will pass back literature circle packet pages that have been corrected as well as commonly confused words quiz from Friday.
4. Students will have remainder of class to complete multimedia projects or read independently.
2. Teacher will collect reading logs from previous week. (teal) No reading logs for the week.
3. Teacher will pass back literature circle packet pages that have been corrected as well as commonly confused words quiz from Friday.
4. Students will have remainder of class to complete multimedia projects or read independently.
Friday, October 12
1. Group multimedia presentations and panel discussions. (tentative)
Thursday, October 11, 2012
1. Students will work with assigned groups on multimedia presentation on their disaster book.
Wednesday, October 10, 2012
1. Students will take quiz on commonly confused words that have been studied this first unit: their, there, they're, then, than, too, to, two, your, you're.
2. Students will work with assigned groups on multimedia presentation on their disaster book.
2. Students will work with assigned groups on multimedia presentation on their disaster book.
Tuesday, October 9, 2012
1. Students will work with assigned groups on multimedia presentation on their disaster book.
Monday, October 8, 2012
1. All packet pages from the disaster literature circle unit are due today, including the page with 15 vocabulary words.
2. Students will work with assigned groups on multimedia presentation on their disaster book.
2. Students will work with assigned groups on multimedia presentation on their disaster book.
Friday, October 5, 2012
1. 2-3 students will give 1st quarter book talks for the class.
2. Students will continue to read literature circle books, complete pages in packet, and work on Moviemaker presentations.
3. Literature circle packet pages need to be complete by Monday, October 8,.
2. Students will continue to read literature circle books, complete pages in packet, and work on Moviemaker presentations.
3. Literature circle packet pages need to be complete by Monday, October 8,.
Thursday, October 4, 2012
1. 2-3 students will give 1st quarter book talks for the class.
2. Students will take Unit 1 Vocabulary quiz.
3. Students will continue to read from literature circle books and complete pages in packet.
4. Students in which all group members are done with literatue circle books may begin planning Moviemaker presentation for book..
2. Students will take Unit 1 Vocabulary quiz.
3. Students will continue to read from literature circle books and complete pages in packet.
4. Students in which all group members are done with literatue circle books may begin planning Moviemaker presentation for book..
Wednesday, October 3, 2012
1. 2-3 students will give 1st quarter book talks for the class.
2. Teacher will pass out direction sheet for literature circle book Moviemaker group presentations.
3. Teacher will present sample of Moviemaker presentation and explain basics of how it can be utilized.
4. Students will continue to read from literature circle books and complete pages packet.
2. Teacher will pass out direction sheet for literature circle book Moviemaker group presentations.
3. Teacher will present sample of Moviemaker presentation and explain basics of how it can be utilized.
4. Students will continue to read from literature circle books and complete pages packet.
Tuesday, October 2, 2012
1. 2-3 students will give 1st quarter book talks for the class.
2. Students will continue to read from literature circle books and complete pages in packet.
2. Students will continue to read from literature circle books and complete pages in packet.
Monday, October 1, 2012
1. 2-3 students will give 1st quarter book talks for the class.
2. Teacher will present the poem "Chicago" by Carl Sandburg.
3. Review vocabulary from Unit 1: It Happened in the City..." Activities/games are available on the Smartboard.
4. Students will continue to read from literature circle books and complete pages in packet.
2. Teacher will present the poem "Chicago" by Carl Sandburg.
3. Review vocabulary from Unit 1: It Happened in the City..." Activities/games are available on the Smartboard.
4. Students will continue to read from literature circle books and complete pages in packet.
Friday, September 28, 2012
1. Studentw will read from literature circle books and complete activity pages in packet.
2. Teacher will present Powerpoint on Haiku/Concrete poems. Students will be expected to write either a Haiku or a Concret poem on their disaster topic. Poems will be typed up and displayed in the 7/8 grade pod area.
2. Teacher will present Powerpoint on Haiku/Concrete poems. Students will be expected to write either a Haiku or a Concret poem on their disaster topic. Poems will be typed up and displayed in the 7/8 grade pod area.
Thursday, September 27, 2012
1. Students will read from literature circle books and complete activity pages in packet.
2. Teacher will present a PowerPoint on how to write a basic new article. Students will also read through pp. 206-207 of the Write Source books for additional instruction and examples of news articles.
3. Students will work on book talk planning forms. Students will begin to schedule a time to present their books to class.
2. Teacher will present a PowerPoint on how to write a basic new article. Students will also read through pp. 206-207 of the Write Source books for additional instruction and examples of news articles.
3. Students will work on book talk planning forms. Students will begin to schedule a time to present their books to class.
Wednesday, September 26, 2012
1. Students will read from literature circle books and complete activity pages in packet.
Tuesday, September 25, 2012
1. Students will complete vocabulary page for unit words: suburban, urbanization
2. Teacher will pass out adjective list packet to aid students in completing their "Adjective-itis" activity in their literature circle packets.
3. Students may work on autobiography packets : free choice chapter from part II.
4. Students may browse Unit 1 websites on 8th Grade Language Arts Web Page.
2. Teacher will pass out adjective list packet to aid students in completing their "Adjective-itis" activity in their literature circle packets.
3. Students may work on autobiography packets : free choice chapter from part II.
4. Students may browse Unit 1 websites on 8th Grade Language Arts Web Page.
Monday, September 24, 2012
1. MAPS testing - science and make-ups.
2. Collect gold reading minutes forms for the prior week. Pass out new reading forms for current week.
2. Read literature circle books and work on packet activities when done testing.
2. Collect gold reading minutes forms for the prior week. Pass out new reading forms for current week.
2. Read literature circle books and work on packet activities when done testing.
Friday, September 21, 2012 - Homecoming (2 hour early dismissal schedule)
1. Class warm-up: Students will observe famous artwork related to urban areas and learn facts concerning it.
Artwork for Friday: Edward H. Bennett and Marcel F. Loyau - Buckingham
Fountain (1927)
2. Students will continue to read literature circle books and complete packet activities.
Artwork for Friday: Edward H. Bennett and Marcel F. Loyau - Buckingham
Fountain (1927)
2. Students will continue to read literature circle books and complete packet activities.
Thursday, September 20, 2012
1. MAPS testing with laptops: Math
2. Silent reading from independent reading books when done testing.
2. Silent reading from independent reading books when done testing.
Wednesday, September 19, 2012
1. MAPS testing with laptops: Language Arts
2. Silent reading from independent reading books when done testing.
2. Silent reading from independent reading books when done testing.
Tuesday, September 18, 2012
1. MAPS testing with laptops: Reading
2. Silent reading from independent reading books when done testing.
2. Silent reading from independent reading books when done testing.
Monday, September 17, 2012
1. Class warm-up: Students will observe famous artwork related to urban areas and learn facts concerning it.
Artwork for Monday: Anish Kapoor, Cloud Gate
(2004-2006)
2. Vocabulary activity: students will learn unit vocabulary words by completing unit vocabulary worksheet page with the following words: metropolis, metropolitan.
3. Students will browse through some of the links on the 8th grade language arts webpage that deal with 9/11, The Great Fire, and the Yellow Fever Plague of 1793.
4. Students will continue to read in Literature Circle Books and work on packet assignments.
Artwork for Monday: Anish Kapoor, Cloud Gate
(2004-2006)
2. Vocabulary activity: students will learn unit vocabulary words by completing unit vocabulary worksheet page with the following words: metropolis, metropolitan.
3. Students will browse through some of the links on the 8th grade language arts webpage that deal with 9/11, The Great Fire, and the Yellow Fever Plague of 1793.
4. Students will continue to read in Literature Circle Books and work on packet assignments.
Friday, September 14, 2012
1. Class warm-up: Students will observe famous artwork related to urban areas and learn facts concerning it.
Artwork for Friday: Pablo Picasso, Untitled or "The Picasso"
(1967)
2. Mini-lesson on confusing words: then/than. Students will complete an online worksheet on the skill on Quizstar on computers.
3. Students will begin work on a chapter in their autobiography that is from the student choice section. Writing will be saved on their computer files in the autobiography folder.
4. Students will be put into groups of 3/4. Each group will be given the task of brainstorming a list of words related to the game of football given only 2 minutes. Then, with this list, students are asked to write a short story about Friday night's upcoming football game WITHOUT using any of the brainstormed words. Groups will share stories orally with the class.
5. Teacher will collect red reading response journals for points.
Artwork for Friday: Pablo Picasso, Untitled or "The Picasso"
(1967)
2. Mini-lesson on confusing words: then/than. Students will complete an online worksheet on the skill on Quizstar on computers.
3. Students will begin work on a chapter in their autobiography that is from the student choice section. Writing will be saved on their computer files in the autobiography folder.
4. Students will be put into groups of 3/4. Each group will be given the task of brainstorming a list of words related to the game of football given only 2 minutes. Then, with this list, students are asked to write a short story about Friday night's upcoming football game WITHOUT using any of the brainstormed words. Groups will share stories orally with the class.
5. Teacher will collect red reading response journals for points.
Thursday, September 13, 2012
1. Class warm-up: Students will observe famous artwork related to urban areas and learn facts concerning it.
Artwork for Thursday: Jean Michel Basquiat - Untitled
(1981)
2. Teacher will review vocabulary and concepts: implicit and explicit. Students will complete an activity in class to further assist in understanding the concepts.
3. Students may continue reading books for literature circles and begin working on activities in packets.
Artwork for Thursday: Jean Michel Basquiat - Untitled
(1981)
2. Teacher will review vocabulary and concepts: implicit and explicit. Students will complete an activity in class to further assist in understanding the concepts.
3. Students may continue reading books for literature circles and begin working on activities in packets.
Wednesday, September 12, 2012
1. Class warm-up: Students will observe famous artwork related to urban areas and learn facts concerning it.
Artwork for Wednesday: Joseph Stella - Bridge (1936)
2. In 8th grade literature textbooks, students will read the poem "Southbound on the Freeway" by May Swenson. Class will discuss.
3. Students will be given literature circle packets. Teacher will go over procedures and different projects/activities involved in the literature circle packets.
4. Students may begin reading books for literature circles for the rest of the class period.
Artwork for Wednesday: Joseph Stella - Bridge (1936)
2. In 8th grade literature textbooks, students will read the poem "Southbound on the Freeway" by May Swenson. Class will discuss.
3. Students will be given literature circle packets. Teacher will go over procedures and different projects/activities involved in the literature circle packets.
4. Students may begin reading books for literature circles for the rest of the class period.
Tuesday, September 11, 2012
1. Class warm-up: Students will observe famous artwork related to urban areas and learn facts concerning it.
Artwork for Tuesday: Piet Mondrian - Broadway Boogie Woogie
(1942-1943)
2. In 8th grade literature textbooks, students will read the poem "Concrete Mixers" by Patricia Hubbell. Class will discuss.
3. Teacher will introduce Book Talk form/assignment that will be due from each student once a quarter. Students may start work on form and prepare short presentation at any time. Sign-up form to present will be available.
4. Powerpoint presentation/review of plot line or story map. Students will be given a story map/plot line graphic organizer and asked to complete it for the reader's theater story from Monday, Freedom Writers.
5. Students may read from independent reading books or work on Book Talk form/presentation.
Artwork for Tuesday: Piet Mondrian - Broadway Boogie Woogie
(1942-1943)
2. In 8th grade literature textbooks, students will read the poem "Concrete Mixers" by Patricia Hubbell. Class will discuss.
3. Teacher will introduce Book Talk form/assignment that will be due from each student once a quarter. Students may start work on form and prepare short presentation at any time. Sign-up form to present will be available.
4. Powerpoint presentation/review of plot line or story map. Students will be given a story map/plot line graphic organizer and asked to complete it for the reader's theater story from Monday, Freedom Writers.
5. Students may read from independent reading books or work on Book Talk form/presentation.
Monday, September 10, 2012
1. Teacher will collect week 3 reading logs from students. Teacher will pass out new reading logs for week 4: due Monday, September 17 - 100 minutes.
2. Class warm-up: Students will observe famous artwork related to urban areas and learn facts concerning it.
Artwork for Monday: Edward Hopper - Nighthawks (1942)
3. In 8th grade literature textbooks, students will read the poem "The City is so Big" by Richard Garcia. Class will discuss.
4. Teacher will orally share some of the creative writings from Friday's class. Writings will be passed back to students to keep in yellow folders.
5. Students will be informed of literature circle group assignments. They will meet with their group for 10-15 minutes somewhere within the classroom. Teacher will provide discussion prompt and task sheet for each group to complete.
6. Students will be divided into several small groups in order to orally read and perform the reader's theater play titled Freedom Writers.
2. Class warm-up: Students will observe famous artwork related to urban areas and learn facts concerning it.
Artwork for Monday: Edward Hopper - Nighthawks (1942)
3. In 8th grade literature textbooks, students will read the poem "The City is so Big" by Richard Garcia. Class will discuss.
4. Teacher will orally share some of the creative writings from Friday's class. Writings will be passed back to students to keep in yellow folders.
5. Students will be informed of literature circle group assignments. They will meet with their group for 10-15 minutes somewhere within the classroom. Teacher will provide discussion prompt and task sheet for each group to complete.
6. Students will be divided into several small groups in order to orally read and perform the reader's theater play titled Freedom Writers.
Friday, September 7, 2012
1. Students will be asked to choose a first and second choice of Literature Circle books.
2. Teacher will present a 6+1 Traits of Writing lesson related to "word choice - strong verbs." Students will be asked to complete creative writing activity "Pop Goes the Verb."
3. Teacher will present unit vocabulary words of: city, citify. Students will complete "bubbles" on unit vocabulary sheet for the words.
4. Students will read from their independent readin books.
2. Teacher will present a 6+1 Traits of Writing lesson related to "word choice - strong verbs." Students will be asked to complete creative writing activity "Pop Goes the Verb."
3. Teacher will present unit vocabulary words of: city, citify. Students will complete "bubbles" on unit vocabulary sheet for the words.
4. Students will read from their independent readin books.
Thursday, September 6, 2012 (picture day)
1. Students will be assigned to read three (3) "teaser" stories on the following Literature Circle book topics: 9/11, Yellow Fever Plague of 1793 in Philadelphhia, the Great Chicago Fire. Students will read short selections independently.
2. Students will respond to the stories in their red spiral notebooks by answering the following questions: What interested you most of the three stories? Why? What did you learn that you didn't previously know? Which topic interests you the most? Why?
3. Students will read from their independent reading books.
2. Students will respond to the stories in their red spiral notebooks by answering the following questions: What interested you most of the three stories? Why? What did you learn that you didn't previously know? Which topic interests you the most? Why?
3. Students will read from their independent reading books.
Wednesday, September 5, 2012
1. Powerpoint presentation with links to Top 10 Lists involving urban areas.
2. Students will respond to Powerpoint presentation in their red spiral notebooks, answering the following questions: What do you remember most from the Top 10 Lists? What surprised you?
3. Teacher will conduct short "book talks" on upcoming Literature Circle books.
4. Students will read from their independent reading books for the remainder of the class period.
2. Students will respond to Powerpoint presentation in their red spiral notebooks, answering the following questions: What do you remember most from the Top 10 Lists? What surprised you?
3. Teacher will conduct short "book talks" on upcoming Literature Circle books.
4. Students will read from their independent reading books for the remainder of the class period.
Tuesday, September 4, 2012
1. As a warm-up, students will view Youtube videos with urban images set to the vintage songs "New York, New York" and "Chicago."
2. Students will read a short biography about Frank Sinatra's life and legacy.
3. Reading logs from the previous week are due - 100 minutes for 8/27 - 8/31)
4. Students will receive new reading log for current week.
5. Mini-lesson on homophones: to, too, two.
6. Students are assigned Quizstar (online) worksheet on to, too, two. Due: Friday, 9/7 with a minimum of 80% competency.
7. Students will read from their independent reading books the remainder of the class period.
2. Students will read a short biography about Frank Sinatra's life and legacy.
3. Reading logs from the previous week are due - 100 minutes for 8/27 - 8/31)
4. Students will receive new reading log for current week.
5. Mini-lesson on homophones: to, too, two.
6. Students are assigned Quizstar (online) worksheet on to, too, two. Due: Friday, 9/7 with a minimum of 80% competency.
7. Students will read from their independent reading books the remainder of the class period.
Friday, August 31, 2012
1. As a warm-up, students will view a Youtube video with urban images set to the vintage song "In the Ghetto" sung by Elvis.
3. Students will read with the teacher and individually the story, "Rules of the Gam " by Amy Tan.
3. Students will read with the teacher and individually the story, "Rules of the Gam " by Amy Tan.
Thursday, August 30, 2012
1. As a warm-up, students will view a Youtube video with urban images set to the vintage song "Bad, Bad, Leroy Brown."
2. Students will learn seven vocabulary words associated with upcoming story. Students will complete vocabulary worksheet for these words.
.
4. Students will reflect in their red spiral notebooks concerning the story by Amy Tan.
5. Students will read from their independent reading books.
Wednesday, August 29, 2012
1. As a warm-up, students will view a Youtube video with urban images set to the vintage song "You Belong to the City" by Glenn Frey.
2. Teacher will guide students through the free-verse poem, "Thoreau's Nightmare." Students will be asked to identify urban images in the poem. Students will also read a short biography about Henry David Thoreau to help make better sense of the poem.
3. Students will read from their independent reading books.
4. Students will receive book orders and directions on how to order from teacher or online. Book orders are due 9/5/12.
2. Teacher will guide students through the free-verse poem, "Thoreau's Nightmare." Students will be asked to identify urban images in the poem. Students will also read a short biography about Henry David Thoreau to help make better sense of the poem.
3. Students will read from their independent reading books.
4. Students will receive book orders and directions on how to order from teacher or online. Book orders are due 9/5/12.
Tuesday, August 28, 2012
1. As a warm-up, students will view a Youtube video with urban imags set to the vintage song "New York Groove" by Ace Frehley of KISS.
2. Teacher will present a Powerpoint mini-lesson on their/there/they're. Students will receive instruction on logging into Quizstar. Students will use their 5 digit school number as a username and "Roadkill" as a start-up password. Students need to score 16/20 or 80% to receive points for the worksheet.
2. Introduce Autobiography Unit. Students will receive a packet outlining the required chapters. Teacher will read through expectations.
3. Students will either use laptops from the laptop cart or go to the computer lab. Students will begin with the chapter, "Myself, the Reader." Students may also complete there/their/they're worksheet on Quizstar.
2. Teacher will present a Powerpoint mini-lesson on their/there/they're. Students will receive instruction on logging into Quizstar. Students will use their 5 digit school number as a username and "Roadkill" as a start-up password. Students need to score 16/20 or 80% to receive points for the worksheet.
2. Introduce Autobiography Unit. Students will receive a packet outlining the required chapters. Teacher will read through expectations.
3. Students will either use laptops from the laptop cart or go to the computer lab. Students will begin with the chapter, "Myself, the Reader." Students may also complete there/their/they're worksheet on Quizstar.
Monday, August 27, 2012
1. As a warm-up, students will view a Youtube video with urban images set to the vintage song "Downtown" by Petula Clark.
2. Students will complete last Powerpoint presentation slide on word connotations in their yellow spirals.
3. Powerpoint presentation on Implicit and Explicit textual evidence in stories.
4. Students will hand in independent reading logs for week 1 for score in the gradebook. Teacher will hand out new reading logs for week 2.
5. Students will read from their independent reading books.
2. Students will complete last Powerpoint presentation slide on word connotations in their yellow spirals.
3. Powerpoint presentation on Implicit and Explicit textual evidence in stories.
4. Students will hand in independent reading logs for week 1 for score in the gradebook. Teacher will hand out new reading logs for week 2.
5. Students will read from their independent reading books.
Friday, August 24, 2012
1. Have students complete 5th activity from connotation Power Point in their yellow spiral notebook.
2. Ask students to revisit sentence written Monday in yellow spiral notebooks. Today, review with students the definition of "adverb." Instruct students to add an adverb to second verb in sentence OR to improve and replace the adverb they wrote the previous day.
3. Ask students to map out a plot diagram over the story "Baddest Dog in Harlem." Students will complete this on their own and hand in for points.
4. Administer vocabulary quiz over words from stories "Baddest Dog in Harlem" and Block Party - 145th Street." Collect for points.
5. Students may read from independent reading books.
2. Ask students to revisit sentence written Monday in yellow spiral notebooks. Today, review with students the definition of "adverb." Instruct students to add an adverb to second verb in sentence OR to improve and replace the adverb they wrote the previous day.
3. Ask students to map out a plot diagram over the story "Baddest Dog in Harlem." Students will complete this on their own and hand in for points.
4. Administer vocabulary quiz over words from stories "Baddest Dog in Harlem" and Block Party - 145th Street." Collect for points.
5. Students may read from independent reading books.
Thursday, August 23, 2012
1. Have students complete 4th activity from connotation Power Point in their yellow spiral notebook.
2. Ask students to revisit sentence written Monday in yellow spiral notebooks. Today, review with students the definition of "adverb." Pass out to students "ly adverbs" page to keep in their yellow folder. Instruct students to add an adverb to Monday's sentence, making the sentence even better.
3. In their red reading response spirals, ask students to respond to the story, "Baddest Dog in Harlem." Have them specifically address their feelings/thoughts on the ending of the story.
4. Teacher will do a short author study/talk on Walter Dean Myers, author of short stories read this week.
5. Class will watch short YouTube video "book talks" by students that recommend various books by Walter Dean Myers.
6. If time remaining, students may read from independent reading books.
2. Ask students to revisit sentence written Monday in yellow spiral notebooks. Today, review with students the definition of "adverb." Pass out to students "ly adverbs" page to keep in their yellow folder. Instruct students to add an adverb to Monday's sentence, making the sentence even better.
3. In their red reading response spirals, ask students to respond to the story, "Baddest Dog in Harlem." Have them specifically address their feelings/thoughts on the ending of the story.
4. Teacher will do a short author study/talk on Walter Dean Myers, author of short stories read this week.
5. Class will watch short YouTube video "book talks" by students that recommend various books by Walter Dean Myers.
6. If time remaining, students may read from independent reading books.
Wednesday, August 22, 2012
1. Have students complete third activity from connotation Power Point in their yellow spirals.
2. Ask students to revisit sentence they wrote on Monday in their yellow spirals. Instruct students to either change another verb in their sentence OR to change only verb again with an even better, stronger verb.
3. Introduce vocabulary for the short story, "Baddest Dog in Harlem." With teacher guidance, students will complete vocabulary word section for each word in their vocabulary packet. (word, definition, word in sentence, picture) Advise students that they will have a vocabulary quiz on Friday over the two short story's vocabulary words from this week.
4. Ask students to orally read "Baddest Dog in Harlem" with partners.
5. Assign short story comprehension sheet to be completed when partners are done reading.
6. Students may read from their independent reading books.
2. Ask students to revisit sentence they wrote on Monday in their yellow spirals. Instruct students to either change another verb in their sentence OR to change only verb again with an even better, stronger verb.
3. Introduce vocabulary for the short story, "Baddest Dog in Harlem." With teacher guidance, students will complete vocabulary word section for each word in their vocabulary packet. (word, definition, word in sentence, picture) Advise students that they will have a vocabulary quiz on Friday over the two short story's vocabulary words from this week.
4. Ask students to orally read "Baddest Dog in Harlem" with partners.
5. Assign short story comprehension sheet to be completed when partners are done reading.
6. Students may read from their independent reading books.
Tuesday, August 21, 2012
1. Ask students to complete Connotations Power Point activity for day 2 in their yellow spiral notebooks.
2. Have students revisit the sentence that they wrote in their yellow spiral notebooks on Monday. Ask students to change one verb in their sentence from Monday to make the sentence a more powerful sentence. Pass out "Action Verb" packets to each student to help them in their writing. Explain the importance of strong verbs.
3. Orally read to students the picture book, Walter the Farting Dog.
4. Model how to label basic plot structure on the board, using the story Walter the Farting Dog.
5. In red reading spirals, ask students to respond to Monday's short story, "Block Party - 145th Street" by Walter Dan Myers. Ask students to respond to the question, "What is 'urban" about this story?" Have students share with 2 other people in the room. Discuss as a whole class.
6. Label the basic story elements of "Block Party - 145th Street" on a plot line. Allow students to work with partners. Share and discuss.
7. Students may read from their independent reading books.
2. Have students revisit the sentence that they wrote in their yellow spiral notebooks on Monday. Ask students to change one verb in their sentence from Monday to make the sentence a more powerful sentence. Pass out "Action Verb" packets to each student to help them in their writing. Explain the importance of strong verbs.
3. Orally read to students the picture book, Walter the Farting Dog.
4. Model how to label basic plot structure on the board, using the story Walter the Farting Dog.
5. In red reading spirals, ask students to respond to Monday's short story, "Block Party - 145th Street" by Walter Dan Myers. Ask students to respond to the question, "What is 'urban" about this story?" Have students share with 2 other people in the room. Discuss as a whole class.
6. Label the basic story elements of "Block Party - 145th Street" on a plot line. Allow students to work with partners. Share and discuss.
7. Students may read from their independent reading books.
Monday, August 20, 2012
1. Have students complete first activity in Connotation Power Point review in their yellow writing spiral.
2. Have students get out their yellow writing spirals. Tell students to observe the teacher when she says "go"
and then write a basic sentence describing what they observed. Have students share some of their sentences
orally with the class. Discuss fact that all writing is different and thus "creative" in nature.
3. Read the book Walter the Farting Dog to the class. With partners, ask students to label the major events on a plot structure paper. Review on whiteboard/powerpoint the basic points ot a plot line. Collect. Emphasize to students that the class will be focusing on setting for the first unit.
4. Introduce vocabulary words for the story, Block Party - 145th Street by Walter Dean Myers.
5. Pass out copies of the short story," Block Party - 145th Street" by Walter Dean Myers. Read together as a class.
6. Ask students to respond to the story in their red reading sprials. Ask students to comment on elements of the setting that were specifically "urban" in nature.
7. Share 6 +1 Traits of writing posters on wall. Tell students that the class will be focusing on the trait "Word Choice" during the first unit of study.
7. Allow students to free read or browse in classroom library. They may record reading minutes on their logs.
2. Have students get out their yellow writing spirals. Tell students to observe the teacher when she says "go"
and then write a basic sentence describing what they observed. Have students share some of their sentences
orally with the class. Discuss fact that all writing is different and thus "creative" in nature.
3. Read the book Walter the Farting Dog to the class. With partners, ask students to label the major events on a plot structure paper. Review on whiteboard/powerpoint the basic points ot a plot line. Collect. Emphasize to students that the class will be focusing on setting for the first unit.
4. Introduce vocabulary words for the story, Block Party - 145th Street by Walter Dean Myers.
5. Pass out copies of the short story," Block Party - 145th Street" by Walter Dean Myers. Read together as a class.
6. Ask students to respond to the story in their red reading sprials. Ask students to comment on elements of the setting that were specifically "urban" in nature.
7. Share 6 +1 Traits of writing posters on wall. Tell students that the class will be focusing on the trait "Word Choice" during the first unit of study.
7. Allow students to free read or browse in classroom library. They may record reading minutes on their logs.
Friday, August 16, 2012
1. Have students complete first activity in Connotation Power Point review in their yellow writing spiral.
2. Read the book Walter the Farting Dog to the class. With partners, ask students to label the major events on a plot structure paper. Review on whiteboard/powerpoint the basic points ot a plot line. Collect. Emphasize to students that the class will be focusing on setting for the first unit.
3. Introduce vocabulary words for the story, Block Party - 145th Street by Walter Dean Myers.
3. Pass out copies of the short story," Block Party - 145th Street" by Walter Dean Myers. Read together as a class.
4. Ask students to respond to the story in their red reading sprials. Ask students to comment on elements of the setting that were specifically "urban" in nature.
5. Have students get out their yellow writing spirals. Tell students to observe the teacher when she says "go" and then write a basic sentence describing what they observed. Have students share some of their sentences orally with the class. Discuss fact that all writing is different and thus "creative" in nature.
6. Share 6 +1 Traits of writing posters on wall. Tell students that the class will be focusing on the trait "Word Choice" during the first unit of study.
7. Allow students to free read or browse in classroom library. They may record reading minutes on their logs.
2. Read the book Walter the Farting Dog to the class. With partners, ask students to label the major events on a plot structure paper. Review on whiteboard/powerpoint the basic points ot a plot line. Collect. Emphasize to students that the class will be focusing on setting for the first unit.
3. Introduce vocabulary words for the story, Block Party - 145th Street by Walter Dean Myers.
3. Pass out copies of the short story," Block Party - 145th Street" by Walter Dean Myers. Read together as a class.
4. Ask students to respond to the story in their red reading sprials. Ask students to comment on elements of the setting that were specifically "urban" in nature.
5. Have students get out their yellow writing spirals. Tell students to observe the teacher when she says "go" and then write a basic sentence describing what they observed. Have students share some of their sentences orally with the class. Discuss fact that all writing is different and thus "creative" in nature.
6. Share 6 +1 Traits of writing posters on wall. Tell students that the class will be focusing on the trait "Word Choice" during the first unit of study.
7. Allow students to free read or browse in classroom library. They may record reading minutes on their logs.
Thursday, August 16, 2012
1. Discuss student expectation to complete one book talk to their class per quarter. Share with students the form that they will fill out and use when they present.
2. Introduce students to first unit for the year: "It Happened in the City..."
3. Introduce/define the word: urban. Pass out to students vocabulary study sheet that will be used throughout the unit for learning of vocabulary.
4. In students' red reading journals, have them write about an experience or any experiences that they have had in an urban area. This writing will serve as a writing sample for teachers. Collect sprials.
5. Read the book Walter the Farting Dog to the class. With partners, ask students to label the major events on a plot structure paper. Collect. Emphasize to students that the class will be focusing on setting for the first unit.
2. Introduce students to first unit for the year: "It Happened in the City..."
3. Introduce/define the word: urban. Pass out to students vocabulary study sheet that will be used throughout the unit for learning of vocabulary.
4. In students' red reading journals, have them write about an experience or any experiences that they have had in an urban area. This writing will serve as a writing sample for teachers. Collect sprials.
5. Read the book Walter the Farting Dog to the class. With partners, ask students to label the major events on a plot structure paper. Collect. Emphasize to students that the class will be focusing on setting for the first unit.
Wednesday, August 15, 2012
1. Teacher introduction and slide show.
2. Get-to-know you activity.
3. Organize and label supplies for language arts:
- yellow folder - writing, Prime Time teacher, period numbers, name
- yellow folder - writing portfolio, Prime teacher, period numbers, name (teacher will collect)
- yellow spiral - writing, Prime Time teacher, period numbers, name
- red folder - reading, Prime Time teacher, period numbers, name
- red spiral - reading, Prime Time teacher, period numbers, name
4. Discuss class rules/expectations - read and discuss poster on wall.
5. Have students complete written interest inventory. Collect.
6. Pass out Reading Minutes form. Discuss expectations (students will read 100 minutes a week in school and out of school)
7. Share favorite book selections of teachers shown on bulletin board. Allow students to browse classroom library and check out books.
2. Get-to-know you activity.
3. Organize and label supplies for language arts:
- yellow folder - writing, Prime Time teacher, period numbers, name
- yellow folder - writing portfolio, Prime teacher, period numbers, name (teacher will collect)
- yellow spiral - writing, Prime Time teacher, period numbers, name
- red folder - reading, Prime Time teacher, period numbers, name
- red spiral - reading, Prime Time teacher, period numbers, name
4. Discuss class rules/expectations - read and discuss poster on wall.
5. Have students complete written interest inventory. Collect.
6. Pass out Reading Minutes form. Discuss expectations (students will read 100 minutes a week in school and out of school)
7. Share favorite book selections of teachers shown on bulletin board. Allow students to browse classroom library and check out books.