Calendar

October 23-27 Quarter 1 Week 10-(Quarter ends Thursday) Informative essay on Hurricanes and Tornadoes-Informational text #1 due by this Thursday, but encouraging students to finish early because of a lack of availability of computers.

Monday, October 23

Continue writing compare/contrast essay in google docs.

W.6.2   I can develop a topic from a prompt with relevant facts

 

Tuesday, October 24

Continue writing compare/contrast essay in google docs

W.6.2   I can develop a topic from a prompt with relevant facts

 

Wednesday, October 25

For essay: Highlight:

pink=CX; green=transitions; yellow=textual evidence; blue=opener/closer/interrupter

1 topic sentence

3 textual evidence-at least one direct quote and one paraphrase in correct format

1 complex sentence

1 opener, closer, interrupter

4 transitions

_____

10 points – formative “Informational Paragraph 1-guided”

W 6.1 I can support my claim with textual evidence.

L 6.2 I can use a variety of transitions and sentence structure.

 

Thursday, October 26 – End of Quarter 1

 For essay: Highlight:

pink=CX; green=transitions; yellow=textual evidence; blue=opener/closer/interrupter

1 topic sentence

3 textual evidence- at least one direct quote and one paraphrase in correct format

1 complex sentence

1 opener, closer, interrupter

4 transitions

_____

10 points – formative “Informational Paragraph 1”

W 6.1 I can support my claim with textual evidence.

L 6.2 I can use a variety of transitions and sentence structure.

Extra time? Free write in your journal

 

 

Friday, October 27

No School

 

 

October 16-20 – Quarter 1 Week 9 (This week we are continuing to learn how to write an informational essay. We start the actual writing this Friday on google docs. The essay is due Wednesday, October 25. See the assignment tab for all information and resources.)

Monday, October 16 (Day one)
Warm-up: Fix this sentence: When she got to their room they weren't there. So they decided to go to the living room, no on was there.

Correction: When she got to their room, they weren't there, so they decided to go to the living room. Oddly, no one was there. (Transition added for flow.)



Students will draw a graphic organizer of an 8-sentence paragraph
Notes from October 16.docx

Discuss: topic sentence; concrete details (CD); commentary (C); sentence variety; transitions (students will write down a list of transitions in their notebook); textual evidence (briefly point out the different ways to indicate evidence-in preparation for Thursday’s lesson)

Examine two different 8-sentence paragraphs informational essays to model procedures

If time: Talk with a partner to find as many different sentences as possible

Tornadoes-Hurricanes sample essays.docx

 

I can explain the components of informational text

 

Tuesday, October 17 (Day two)

Notes from October 17.docx

Review 8-sentence informational essays to model procedures

Analyze a full informational essay and compare to the 8-sentence paragraphs

Tornadoes-Hurricanes sample essays.docx

Discuss: topic sentence; concrete details (CD); commentary (C); sentence variety; transitions (students will write down a list of transitions in their notebook); textual evidence (teach the different ways to indicate evidence)

I can explain the components of informational text

 

Wednesday, October

Make a graphic organizer for an 8-sentence paragraph.

8 sentences:

  • Topic sentence
  • 3-4 concrete details – at least one direct quotation and one paraphrase
  • 1-2 commentary
  • Closing sentence

 

Discuss key points tied into textual evidence.

Discuss how begin with an effective topic sentence

W.6.2 I can organize my information in the form of an 8-sentence paragraph
W.6.2 I can analyze information to determine if it belongs in my essay

Thursday, October 19

Textual evidence
Notes 9-19-2016.docx 

W. 6.1 I can support my claim with textual evidence

Friday, October 20

Start writing compare/contrast essay in google docs.

W.6.2   I can develop a topic from a prompt with relevant facts

___________________________________________________

October 9-13 Quarter 1 Week 8

Monday, October 9

Warm-up – Examples of an opener, closer, and interrupter for comma placement
Warm Up sentence identification and journal entry-hurricanes.pptx 
#1-student sentence=opener
#2-student sentence=interrupter and closer

correct student sentences/discuss changes (page 1) Use dry erasers; work with partners. 
Student sentences for dry erase.docx

journal writing: Write about the recent hurricanes in Texas, Florida, and Puerto Rico. Did you know, for example, that the whole island of Puerto Rico lost electricity, and it will be out for months? What are they doing to survive? Are they discouraged? Were they prepared for a natural disaster? What would it be like to experience such a disaster?

I can improve sentence structure L.6.3 Vary sentence patterns for meaning and style

 

Tuesday, October 10

Student sentences-work in pairs-correct #5
Student sentences for dry erase.docx

Prompt: Compare and contrast hurricanes and tornadoes. Cite text evidence from the articles. On the board. Discuss vocabulary from the prompt.

Tornado video  (3:00)

Examine and discuss Source 2: Map

Source 2-map-Tornadoes and Hurricanes.docx

Highlight key points; annotate

I can analyze information found in my sources to determine if it will support the question to my prompt W.6.7: Using research to answer a prompt

 

Wednesday, October 11

Student sentences-work in pairs # 6 and #7
Student sentences for dry erase.docx

 Hurricane video  (2:51)

Read article Source 3: What You Should Know About Tornadoes by Sheldon Hammond. Highlight key points and annotate.

Source 3-Tornadoes page 1.docx
Source 3-Tornadoes page 2.docx

Read article Source 4: Basic Facts About Hurricanes by Eve Perry. Highlight key points and annotate.

Source 4-Hurricanes page 1.docx
Source 4-Hurricanes page 2.docx


I can analyze information found in my sources to determine if it will support the question to my prompt W.6.7: Using research to answer a prompt

 

Thursday, October 12 (Day 1-pre-writing strategies)
Student sentences-#8,#9,#10
Student sentences for dry erase.docx

Hurricanes versus Tornadoes  (3:20)

Fill out chart from key points from the articles (see page 52, Performance Assessment)
Chart-hurricanes and tornadoes.docx

Make a list of facts for tornadoes and hurricanes

Make a Venn-diagram

 W.6.5 I can use a chart as a pre-write strategy to compare and contrast the topics of the prompt

Friday, October 13 (Day Two-pre-writing strategies)

Student Sentences-#11, #12, #13
Student sentences for dry erase.docx 

Continue filling out the chart from p.52

Make a list of facts for tornadoes and hurricanes

Make a Venn-diagram

W.6.5 I can use a chart as a pre-write strategy to compare and contrast the topics of the prompt

_______________________________________________

October 2-4 Quarter 1 Week 7 (short week)

 

Monday, October 2

Review compound and complex sentences

Songs: FANBOYS/AAAWWUBBIS/ Teach new one (SC)
song-S.C commas (1).doc

https://www.youtube.com/watch?v=98OcAe5O0Ws

Openers, Closers, and Interrupters
Openers closers interrupters notes pp2.pptx

I can identify an opener, closer and interrupter

Tuesday, October 3

Warm-up comma placement powerpoint
comma placement.pptx

Review Openers, Closers, and Interrupters
Openers closers interrupters notes pp2.pptx

Begin Sentence Structure practice – openers, closers fill in the blank
Sentence Structure Practice-openers-closers-fill in blank.doc

SC song

I can write an opener, closer, and interrupter

Wednesday, October 4

Fleming and Johanson combine to sing our songs!

Finish Sentence Structure practice – openers, closers, fill in the blank
Sentence Structure Practice-openers-closers-fill in blank.doc

SC Song/AAAWWUBBIS

I can write an opener, closer, and interrupter

_________________________________________

Week of September 25-29 Quarter 1 Week 6

 

Monday, September 25

Review FANBOYS song

Finish simple/compound PowerPoint slides 4-7
Compound and Simple Sentence Practice (00000002).pptx

Compound #2 – notes
Sentence; sentence.
(independent clause ; independent clause)
My little brother doesn't like to go to bed early; he's afraid he'll miss out on secret adventures.

I can: Write compound sentences two different ways.

 

Tuesday, September 26

Warm up – Compound 1 and 2 PowerPoint
warm up compound 1 and 2.pptx

Review FANBOYS song

FANBOYS powerpoint quiz – 0.5 point each, total 7 points (includes MLA heading) – half sheet of paper

Extra time? Make up compound sentences

I can: List the coordinating conjunctions (quiz) and determine if a sentence is simple or compound.

 

Wednesday, September 27

Chrome books – “enter” down to a new page

When I was little…

  1. (Teacher sentences) Discuss: What do these have in common?  What do you notice about these sentences
  2. In chrome books, students write “When I was little…” sentences (skip a line between each sentence) – 7 minutes of typing, then share
  3. Reverse order of sentences omitting comma (discuss)

When I was little (AAAWWUUBBIS).doc

AAAWWUBBIS notes – Complex Sentences AAAWWUBBIS powerpoint
Complex Sentences-AAAWWUBBIS.pptx

 (complex sentences notes for students multiples available)

Begin memorizing AAAWWUBBIS

I can explain how to write a complex sentence

Thursday, September 28

Shmoop Compound and Complex Sentences 4:29 https://www.youtube.com/watch?v=Ndar2CUZo1c

AAAWWUBBIS song (tune of Addams Family) 

Complex sentence practice on chrome books

The AAAWWUUBBIS Song

by Ty Harris

 

The AAAWWUBBIS (XX)

The AAAWWUBBIS (XX)

The AAAWWUBBIS, The AAAWWUBBIS, The AAAWWUBBIS (XX)

(Repeat)

 

There’s after although as

When while until

Because before and if

And then there is since

(To the tune of Addam’s Family)

https://www.youtube.com/watch?v=Kb0oaSBwq54  (Addam's Family theme song tune)

I can recite 10 subordinating conjunctions (AAAWWUBBIS)

Friday, September 29

Review AAAWWUBBIS song

Chrome books – go to teacher’s website and click on Friday to access “Practicing AAAWWUBBIS” and add your own sentences

complex sentence practice on chromebooks.doc

AAAWWUBBIS quiz on a half-sheet of paper

Vocabulary Words for this week:

  • Simple sentences=one independent clause. Contains both a subject and a verb and can stand alone.
  • Subject= Who or what does the action
  • Verb= What the subject does or is (can be action or linking)
  • Independent clause=Contains both a subject and a verb and can stand alone as a sentence.
  • Compound=Two independent clauses joined together with a coordinating conjunction (FANBOYS)
  • Complex=Dependent clause with an independent clause; contains a subordinating conjunction (AAAWWUBBIS)
  • Dependent clause=Contains both a subject and verb but cannot stand alone as a sentence. It is marked by a subordinating  conjunction (AAWWUBBIS)

I can write complex sentences both ways

______________________________________
September 18-22 Quarter 1 Week 5 (‚ÄčThe final copy of your narrative essay is due this Thursday the 21st.) See assignment tab for all details.

Monday:  Discuss RubricRevise and Edit Narrative; peer edit using check list

Rubric-narrative-one page.pdf

I can apply revision strategies with the help of others.

I can develop and strengthen my writing

 

 

Tuesday: (Chrome Books) Work on Final copy of narrative

I can publish a final narrative in google docs in MLA format

 

Wednesday: (Chrome Books) Work on Final copy of narrative

I can publish a final narrative in google docs in MLA format

 

Thursday: (Chrome Books) Work on Final copy of narrative-DUE TODAY at the end of the period

I can publish a final narrative in google docs in MLA format

 

Friday: PowerPoint Simple/Compound Practice (Write sentence and identify)

FANBOY Song

Compound and Simple Sentence Practice (00000002).pptx

 

I can use correct punctuation when writing compound sentences

I can identify whether a sentence is simple or compound

 




___________________________________
September 11-15 Quarter 1, Week 4 (Quizzes on Monday and Tuesday over identifying correct dialogue and narrative writing components) Students will begin the "major" re-write of their narrative. We will write in stages. The whole process will last through next week. Please see the assignment tab for more detail.

Monday, September 11

Warm-up: Farmer and the Troll (write out the whole thing and add punctuation)
The Farmer and the Troll.pptx

Dialogue quiz (worth 2 points each)

 I can determine the correct dialogue format

Tuesday, September 12

Narrative writing quiz – (paper copy)

1 point per question – 10 points total

 

Narrative quiz – (powerpoint) flip paper over from quiz #1

2 points per question – 10 points total

 I can explain the stages of the plot

Wednesday, September 13

List of transition words
Transitions for narrative writing.pdf

Rubric-narrative-one page.pdf -We will go over this thoroughly next Monday.

Beginning – look at your notes, compare with your story, and rewrite

Margins - Identify what type of opening you used, the setting, characters

You must start with a hook, and then introduce the characters, setting, and a hint of the conflict. This should require two paragraphs.

 I can write an exposition

Thursday, September 14

 

Middle – look at your notes, compare with your story, and rewrite

Margins – identify rising action, climax, falling action

Include transitions and make sure you have "real" paragraphs. This should require at least three paragraphs.

 I can write a narrative with a distinguishable rising action, climax, and falling action

I can be a more effective writer by using transitions

Friday, September 15

 

End – look at your notes, compare with your story, and rewrite

Margins – identify what type of conclusion you used

 I can write a resolution for my narrative

___________________________________________________________

 


September 4-8, 2017 Quarter 1 Week 3 (See below for entire PowerPoint we are using this week.)

Monday, September 4 (no school)

 

Tuesday, September 5

Warm-up Day 7, #1, #2, #6 (answers in red)
1. Capitalize these titles
A. home on the range=Home on the Range
B. love and a question=Love and a Question

Add puncuation: His new address is 127 Low Dutch Road, Gettysburg, PA 17325.

Combine:
That girl is selling cookies for a fund raiser. She attends my school.
That girl selling cookies for a fund raiser attends my school.

What components belong in a narrative? (group work?)  What do we need for a good story?

  • Describe the Setting (Where and When)
  • Introduce the Characters (Who)
  • Explain the Situation
  • Transitions
  • Conflict and resolution
  • Dialogue
  • Ending

Narrative PowerPoint slide #2-7, 29 (beginning of narrative) – Cornell notes (exit ticket)

Give students the summary statement to write down

I can identify the parts of a narrative; I can take Cornell Notes

Wednesday, September 6

 Warm-up (add punctuation) The next time you’re in town Miss Langley replied please give me a call="The next time you're in town, Miss Langley replied, "please give me a call."

Narrative PowerPoint slide #30-32 – Cornell notes

Narrative Rap  

I can use dialogue correctly; I can write Cornell Notes

Thursday, September 7

Warm-up – Quotations Multiple Choice

1. a. “Don’t play with fire or you’ll get burned” Mom said.

   b. “Don’t play with fire or you’ll get burned, Mom said.”

   c. “Don’t play with fire or you’ll get burned,” Mom said.

   d. “Don’t play with fire or you’ll get burned”, Mom said.”

Narrative PowerPoint slide #33 – Cornell Notes

I can use dialogue correctly; I can write Cornell Notes

 

Friday, September 8

The Surprise
The Surprise- quotations.doc

  • identify beginning, middle, and end

    Dialogue Rules PowerPoint Dialogue Examples.pptx

  • ·notes in four boxes (one for each slide)
  • highlight punctuation

 

I can use dialogue correctly; I can write Cornell Notes

Narrative Writing powerpoint.ppt
Vocabulary for this unit: narrative, conflict, plot structure, exposition, rising action, climax, falling action, resolution, dialogue, transitions, hook, conclusion, setting, characters, sensory details, paragraphs
____________________________________
August 28-September 1, 2017 Quarter 1, Week 2

Monday, August 28

Set up notebook: Name and period on front cover, number pages

MLA Heading and decorate first page with ideas for writing (if time) – what I cannot live without

Procedures for notebook usage and storage

 

Tuesday, August 29

MLA format rules (drawing lines)

Read story about fear – Scope magazine May 2015, page 6-9

I can write a narrative to develop a real or imagined event (in notebook)

click here
MLA Format.docx

Wednesday, August 30

Warm up – Day 1 #1, #2

Discussion: Have you ever been afraid?  What have you done to overcome your fear?

Prompt: Write a narrative about someone who is afraid and learns to overcome his or her fear.

Brainstorm for a few minutes.  Write ideas for setting, characters, and plot.

Begin writing narrative.

 

Thursday, August 31

Warm up – Day 3 #5, #6

Finish writing narrative. This is only a rough draft and will be revised and edited after instruction.

 

Friday, September 1

 

Warm up – Day 5 #2, #4

Sentence practice: Students take turns writing embellished subjects/verbs on board (divide board in half, and color code subject and verb). Students create sentences by combining subjects and verbs.  Write at least five sentences by adding adjectives, adverbs, and prepositional phrases.

Share with a friend.

Share as a class and try to find the best sentence.  Categories: best vocabulary, most comical, most middle school.  Winners get star cards.

Overarching Target for Quarter 1: I can write a narrative with setting, characters, and plot using correct grammar

I can use MLA format 
I can create sentences by adding effective adjectives, adverbs, and prepositional phrases.











____________________________________
May 29-June 1 Quarter 4, Week 9
-Last week of the 2016-17 School Year!

 

Monday 29 Memorial Day

Tuesday 30 Evaluation for the year; take notebooks home and all essays stored in the classroom

Wednesday 31 Color of Friendship-A true story of South African Apartheid and the forging of a beautiful friendship between an African-American family from Washington DC and a girl from South Africa.

Thursday 1 Color of Friendship-cont.

Friday 2 Color of Friendship-Last Day of School

  See you next year!

________________________________________
May 22-26 Quarter 4, Week 8 (Monday the 22, the Free Verse Poem is due. Poems will be presented on Tuesday on a volunteer basis but are highly encouraged to do so. History of the 6th Grade is due Friday.

 

Monday 22 Extension for Free Verse Poem. This is the last day to complete your poem and to make your poster. It is due at the end of the period no matter what. All poems will be collected at the door.

 

Tuesday 23 Warm up: Journal entry (10 min.) After experiencing Free Verse, do you like it? Has it helped you? Would you like to continue writing free verse poems and why? Students will share their thoughts.

 

Free verse sharing; Students are highly encouraged to share their poem with the class.

 

Wednesday 24 Lab/chrome books

Start History of 6th Grade Comic strips/ essays (Top 5 memories of the year) (student choice)

  • Brainstorm a list of memories and then highlight the ones you’re going to use. Share list with class.
  •  Process grade-1 point per day for Wednesday, Thursday, and Friday. You will earn the point each day if you are doing your job; if not, you will not earn the point

Thursday 25 History of 6th Grade cont. (Lab/chrome books)

 

Friday 26 History of 6th Grade cont. Due today (lab/chrome books)


_________________________________________________________________

 

 

 

May 15-19 Quarter 4, Week 7

 

Monday 15: free verse gallery walk; instruction;

Free Verse Notes (2).pptx

Ted Talk: 
https://www.youtube.com/watch?v=rtnEnEqjk0E&list=PLLvdSfZYtsxiVC91Yrx6jdVT399ZABSsO&index=3

Tuesday 16: Write a free verse and make a poster
Poetry Slam Competition 
 
Example of formatting a free verse:
The Pencil-free verse.doc

Wednesday 17: Continue with free verse

What is Poetry (Shmoop) 4:40

Thursday 18: Free Verse and poster due date extended to Monday, May 22.

 

Friday 19:  Field day (If you have any missing work in any of your classes, you will be in study hall instead. Only quality work will be accepted.

Rubric for Free Verse Poem

  • Advanced word choice and vocabulary 
  • Use of at least one literary devices (SHAMPOO)
  • Correct spelling (not more than 1 error)
  • Presentation is neat; symbols included-representative of “Best Work”
  • Include a Note from the author: 

  (At the bottom of your free verse, write a short paragraph explaining your thoughts, what   inspired you, which literary devices you used, etc. This is your chance to tell your reader the “deeper meaning” of your poem.)


 

L.6.5 I can use literary devices and sensory language to convey an idea in the form of a free verse poem

 

_________________________________

May 8-12  Quarter 4, week 6 

Monday 8: Quiz on thesis statement (student’s choice) Extra time: Finish MLK vs Black Panther

Tuesday 9: Gallery walk (each poem from around the world will have a question to answer) Students will then come back and work in their group (jigsaw). Each group will have  one poem to analyze. They will brain storm first, then write about the poem as a group. They will discuss the message, the literary devices, and the significance of the poem. (Make copies of each.)
Poems about Civil Rights.docx

Wednesday 10: work on poem presentation

 

Thursday 11: Share poem analysis

Friday 12: Poem exploration on ChromeBooks (split ELA ChromeBooks between Amos and Fleming)

Poems to Explore
Instructions: Read through some of the poems. Write down some titles/authors. Explain why you like it. Find the literary devices in each poem. Please work for the entire period.

Goal: I can analyze the author’s message of a poem

 

 

______________________________________
May 1-5 Quarter 4, Week 5

 

Monday 1 (Math ISAT)
 Finish the story…

  • The dark side of the moon was especially cold that night. Or was it that day? In any case, the darkness made it hard to find…

     

  • Yesterday, the mailman delivered a huge wooden crate. I heard a strange noise coming from inside.

 

Tuesday 2

https://www.youtube.com/watch?v=I47Y6VHc3Ms  (speech on video)

 

Discussion and Journal: What was Martin Luther King’s dream? What kind of future was he hoping to see in America? Based on this speech, the people in attendance, and the behavior of Martin Luther King and his viewers, what kind of behavior do you think King promoted (encouraged) for the people who followed him?

 

Wednesday 3

 Black Panther Speech

https://www.youtube.com/watch?v=hZ_eijoFiU8

 

Journal: Compare and contrast MLK and the Black Panthers: How are they similar? How are they different?

 

Thursday 4

Dictation:

  1. Obviously, Nampa School District should move to a four- day school week.
  2. Clearly, public school students should not have to pay to play sports.
  3. Undoubtedly, sixth graders should be required to take an anti-bullying class.

 

Texas Roadhouse Mistake PWPT
Texas Road House Mistake.pptx

Thesis Practice

  1. Do kids watch too much television?
  2. Should parents let their children play contact sports?
  3. Is it fair to ban preteenagers and teenagers from the mall without adult supervision?

 

Friday 5

 Go over Rubric
Smart Goal-2016-17.docx

Thesis Statement Final

  1. Should 12 year olds be allowed to have full access to the internet?
  2. Should middle school students still have a bed time?
  3. Should school be year round with more breaks to improve education?

Goals:
 I can identify the similarities and differences between Martin Luther King Jr and the Black Panthers

I can write a claim in at least one of three ways


April 24-28 Quarter 4, Week 4 (This week: the Character Traits essay is due on Wednesday. We have the privilege of having two NNU students on Tuesday and Thursday for their field experience. Finally, our field trip to BSU is Friday!)

 Monday (24) (Math ISAT)=For those who are in class, peer revise and edit and finish essay. Final copy is due by Wednesday April 26th.

 

Tuesday (25) NNU Students teach (peer-led) Evidence-based arguments

 

Wednesday (26) Finish essay-Due today (See all information under the assignment tab on website

 

Thursday (27) NNU Students-Revising and Editing

 

Friday (28) Field trip to BSU

 

Goal:

I can revise and edit my writing to make it even better

 


__________________________________________
April 17-21 Quarter 4, Week 3 (This week we will be working on an essay-nature versus nurture and considering our own traits. See Assignment tab for more detail.)

Monday (17) Nature vs Nurture: Power point

 Nature vs Nurture.pptx

Broushard’s Research on Twins:  Pull out key details from eat section of article; Using key details, write a one sentence summary of article

 Bouchard' Research on Twins.docx

Twins Separated at Birth (8:50-Twins separated at birth)

 

Tuesday (18) Twins and Virtual Twins 4 min-separated and reunited and virtual twins

Character Trait list-Make a chart with your character traits and a person of your choice (relative or friend)

 Character Traits words.doc

Wednesday (19) Writing project: Write a 4-paragraph essay on your character traits. Which of them were inherited from your parents (nature) and which were came from your environment at home and at school (nurture)?

Paragraph 1=introduction (hook, connection, thesis/claim/focus)

 Paragraph 2=character traits specific to your (nature)

Paragraph 3=Character traits you have as a result of nurture

 Paragraph 4=Conclusion (Claim/thesis/focus restated in a fresh way, insight, wrap-up)

 

Begin this project with a one-sentence claim/thesis/focus which will drive your essay.

(Goal for Wednesday=intro)

Rubric: 3 grades

 5 points=claim in the right position in both the intro and the conclusion (highlight)

5 points=1 point per transition (highlight)

 

Thursday (20) Essay (Goal=Paragraph 2 and 3)

 

Friday (21) Essay cont. (Goal=conclusion; revise/edit)

Goals:
 I can summarize the main ideas about Nature vs Nurture
I can write a reflection essay that has a proper introduction, body paragraphs, and a conclusion


April 10-14 Quarter 4, Week 2 (Misplaced Modifier Poster is due on Friday the 14th. Please see the info below or go to the Assignment Tab.)

Monday 10 Misplaced Modifiers pwpt I and practice
Misplaced Modifiers 1.pptx

Tuesday 11 Powerpoint 2 (misplaced modifiers) choose sentence strip and plan poster
MM Practice 2.pptx

Wednesday 12 work on misplaced modifier poster

Thursday 13 ISAT2, Performance task

Friday 14 http://www.chompchomp.com/handouts/structure03.pdf Parallel Structure review (choose 2-3 for a warm-up); finish posters (due at the end of the period); any extra time: free write

Quarter 4, Week 2 (2016-17): Due Friday, April 14-Misplaced Modifier Poster
 Rubric for Poster: 3 points=corrected sentence; 2 points=quality work for a total of 5 points

Students will choose a sentence and write it as is and then in its corrected form. Students will draw a picture representation of the incorrect sentence. Computer paper will be given. See slide #18 on the power point below.
Misplaced Modifiers 1.pptx

Goal: I can apply revision strategies by checking for misunderstanding and correcting misplaced modifiers

 

April 3-7 Quarter 4, Week 1 (Week after spring break)

April 3:
https://www.youtube.com/watch?v=IvaKnhcQPNk3:46 Parallelism

https://www.youtube.com/watch?v=aoiW5LWuQGA4:00 Parallel Structure

AAAWWWUUBBIS pwpt for review
writing tips-AAAWWUBBIS.pptx

April 4: 60s day! Teachers: dress up in 60s attire. Stations-60s slang (saved in 4th quarter, 2017); Watch Monkees video (All this in preparation for the book One Crazy Summer

https://www.youtube.com/watch?v=vC-BkADEnUM&index=1&list=PL2F217D855BEA1AD6(1965 pilot)

April 5: (professional development for ELA) Journal Prompt: If you could describe your family as an animal, what would it be and why? Explain in a paragraph with a topic sentence, detail, and wrap up. Share with the class.

 

April 6: ISAT 2 (ELA, Wilson)

Parts of speech activity- word sort

 

April 7: Bring the dictionary cart up from the media center. Students will complete this work on connotation/denotation

connotation and denotation practice

connotation practice and vocabulary

Goals: I can show what I know to the best of my ability on the ISAT

 

 

 

___________________________________________
March 20-24 Quarter 3, Week 8 (last week of quarter 3-"English is Hard" poster due on Friday at the end of the period)

Monday 20: OI-OY- Spelling PWPT
oi-oy-Lightning Thief.ppt

Sentence Activity: In groups students will create a sentence using a word from the PWPT. Teacher chooses best sentences to have students write on the board.

Journal: Have you ever had a teacher you wanted to do well for? If so, what made you respect that teacher’s opinion? If you can’t think of a teacher like that,

Paragraph 1: Who was that teacher, and why?

Paragraph 2: What would a teacher have to be like to make you respect them?

Share

 

Tuesday 21: Preposition Activity: stars will be placed around the room and students will write sentences containing prepositions. Video: Preposition Dance

Preposition Dance
Preposition song

Wednesday 22: Practice writing the three different types of thesis statements

Thesis Practice

1.            Do kids watch too much television?

2.            Should parents let their children play contact sports?

3.            Is it fair to ban preteenagers and teenagers from the mall without adult supervision?

 

 

Thursday 23: “English is Hard” (Purpose: Spelling and pronunciation of homophones); Students will choose 2-4 sentences and make a poster of them. (provide computer paper to students)

 Reasons Why the English Language is Hard to Learn.doc
Requirements: Proper spelling, organized and neatly done (to the point where you can be proud of it is displayed in the classroom)

Friday 24: Finish poster from yesterday. Due at the end of the period.

Goals:

 I can write a thesis statement/claim in three different ways.

I can pronounce words that are spelled the same but have different pronunciations (heteronyms)

 


March 13-17 Quarter 3, Week 7

Monday 13: Sign Mistakes pwpt;
apostrophe mistakes on signs.ppt
sentences in slip covers-add apostrophes: 

  Finding the Possessives: Foods of San Francisco Also, find missing commas

Tuesday 14: Warm up (apostrophes-located in 3rd quarter file and dated 3-14)
Warm up apostrophes 1-3-14-17.docx

 Journal entry (share) Comment from the book Among the Hidden- “Why did Luke decide to risk going outside to meet Jenn at her house? Would you have done the same if you were a “3rd child” and why?”

Wednesday 15: “Farmer and the Troll” punctuation exercise;
The Farmer and the Troll.pptx

SPACES;(quotations versus italics)
Spaces-Bomomagnew with practice.pptx

Apostrophes and contractions practice:
apostrophe and contraction practice with answers.docx

Thursday 16: Songs: Mrs. Fleming’s classes will go to Mrs. Butler’s classes to sing with them (grammar songs). We will then have half the class stay with Mrs. Butler and half the class will go with Mrs. Fleming for “combining sentences” practice-on file, 3rd quarter file 3-16

combining sentences 3-16.doc

Friday 17:
Warm up (Percy Jackson quotes-pwpt in file for 3rd quarter for 3-17; Quotation sentence sort (group work)

Quotation Practice-Percy Jackson Quotes-3-17.pptx

Goals:

I can use apostrophes correctly

I can combine sentences for variety

___________________________________________________

March 6-10 Quarter 3, Week 6 (the 3rd quarter final is due Thursday the 7th) 

Monday 6: Type Final Draft of Zoo argumentative essay (This is the quarter final.)

Tuesday 7: Type Final Draft of Zoo argumentative essay (This is the quarter final.)

Wednesday 8: Connotation/Denotation pwpt (Created and in file)
Denotation and Connotation PPT 2013.ppt

Thursday 9: Warm up-Professional Development

Write the verb or verb phrase:

1. After the dance, we stopped at a restaurant for dessert.

2. Because Billy is afraid of alligators, he does not want to go to Florida.

3. I could have attended the party, but I was too tired.

 

Place the apostrophes in the right spot:

The customers name was announced over the loud speaker.

Billys time was up.

The mens breakfast was a success.

The boys shoes were all over the gym.

 

https://www.youtube.com/watch?v=b4wHZcif18UShmoop 2:20

https://www.youtube.com/watch?v=Vc2aSz9FicwThe Apostrophe Song 3:49 (Shows ways the apostrophe is not used correctly

Journal Write: Describe your favorite place where you can be alone and think.

 

Friday 10: Apostrophe power point. (Created and in file); chart
Apostrophe practice with chart.pptx

Goals this week:

  • I can use apostrophes correctly
  • I understand the connotation and denotation of a word 



February 27-March 3 Quarter 3, Week 5
 
Students will be researching the pros and cons of zoos. They have Source 1 and Source 2 provided, but they can also do their own research. After the research is completed, they will choose a stand and write a claim to express that stand. Students will write a 4-paragraph essay on the topic of whether zoos should be allowed or not. This essay will include an introduction, two body paragraphs that include a counterclaim, and a conclusion. (See the outline below)

Monday 27: Video and Article

Source 1:  Video on the Pros and Cons of Zoosvideo (5:03)

Source 2: Pros and Cons List article

Create Pro/Con Chart will watching the video and reading the article

 

Tuesday 28:

Create thesis statement

Begin intro paragraph

Hook

Explanation/ Connection

Thesis

Wednesday 1:

Paragraph 2

Body paragraph

Thursday 2:

Paragraph 3

Counterclaim

Friday 3: (PD- Sub)

Paragraph 4

Conclusion

Revise and Edit

 

Goals for this week:

I can support my argument (claim) with textual evidence

I can present my argument in a formal style that makes a clear claim and includes all parts of an essay.

Outline for essay:

  1. Intro
    1. Hook
    2. Explain the hook
    3. Claim
  2. Body paragraph
    1. Main point: Topic sentence
    2. Cite, explain
    3. You may give another strong reason for your stand, but include make sure your topic sentence will cover this. Include a citation and explanation
    4. Wrap up
  3. Body paragraph
    1. Counterclaim
    2. Rebuttal
    3. Explain; expand
    4. Wrap up
  4. Conclusion
  1. Restate claim in a fresh way
  2. Give an insight
  3. Wrap up



_____________________________________
February 20-24 Quarter 3, Week 4
(This week, we will be working on a 4-paragraph essay, teacher guided. The thesis statement/claim in the intro and conclusion will be graded.)

Monday 20: President’s Day

Tuesday 21: (Modeling an Argumentative Essay) “Cell Phone Usage in Class” Introduction (hook, explanation of hook, claim)
Hooks for cell phone usage in class.pptx

Wednesday 22: Body paragraphs: points and counterclaims
Example of a full essay (Cell Phone in the Classroom) Students will identify:
 1.the hook
 2.explanation
 3.claim in the intro
 4.the claim in the conclusion
 5.transitions
 6. the parts of the conclusion (claim, insight, wrap up)
 7.format
cell phones in school example.docx

Thursday 23: Lab/chrome books: Draft: 4- paragraph essay; review conclusions

Friday 24: Lab/chrome books: Final draft: 4- paragraph essay

Goals:

  • I can write a strong claim for the introduction and conclusion of my essay.
  • I can write body paragraphs with enough detail to support my claim.

 

Next week: We will take the principles we learned this week and write an argumentative essay with limited guidance from the teacher.

 

February 13-17 Quarter 3, Week 3

Monday 13: Close Reader-Pages 63-65 (Functions of a Zoo; Sonia’s Blog)

Tuesday 14: Close Reader-Pages 66-68 (Association of Zoos and Aquariums; Innocent and Imprisoned

Wednesday 15: Vocabulary for writing an argumentative essay; Begin the process of argumentative writing; HW #2 (due Thursday) (This is a small grammar exercise)

Thursday 16: Go over HW #2; Continue with argumentative writing

Friday 17: no school

Be sure that you have finished your Percy Jackson essay if you needed to redo it! (Worth a summative and a formative grade)

Argumentative Vocabulary

Claim/Thesis statement: One sentence found in the first paragraph as well as in the last paragraph that makes it clear to the reader what stand you are taking.

Audience hook: This is how you grab your reader’s attention. Try using a quote from a famous person, an anecdote, or a shocking fact.

Research: Backing up your argument with facts, makes your argument, essay, or letter stronger and more convincing.

Transitions: These types of words help your paper to flow and to be connected.

Audience: Whom are you trying to persuade?

Argument: The stand you are taking on a specific topic. Be professional and strategic.

Pros/Cons: For/against, positive/negative

Reasons/Points/Details/Claims: These are the points you will use to prove your claim

Evidence: Support your points/facts with text based evidence

Counterclaim (Also called alternate or opposing claim/refutation/rebuttal: Know what the opposition will say and how to defend your position.

Warrant: This is the “so what” of your argument. Why does it matter. For every reason, provide the evidence and the warrant.

Call to Action: Challenge your reader to do something. This is always at the end of your argument.

 

____________________________________________________________

February 6-10 Quarter 3, Week 2 (No homework; nothing due!)

Monday 6: Idaho Writing Assessment-Day one

Tuesday 7: Idaho Writing Assessment-Day Two

IWAs will be performed on the digital platform Citelighter,  and will be blind scored by other teachers in the district.

Wednesday 8: Students will construct sentences using sentence strips (dependent clauses, independent clauses, subordinating conjunctions, and punctuation. They will assemble complex sentences in groups of 4-5. They will choose their best sentence and write it on the board. The purpose is to give another approach to learning how to write complex sentences. It will serve as a review and reinforcement for this concept.

Thursday 9:  Percy Jackson essays: Create stations with example essays in plastic sheets. Each station will have a different set of instructions for students to perform.

  1. Find the transitions in the essay and discuss their effectiveness. Were there enough? Were there too many? Did they seem natural? Were they all different?
  2. Compare the thesis statement with the restated thesis in the conclusion. Is it the same or different? Did the author do a good job restating it in a fresh way? Did they keep the same main idea?
  3. Find the three topic sentences in the body paragraphs and check to see that they have a connection to the thesis statement. Do they fit with the main idea? Were the topic sentences well written? Do they flow well? Do they need transitions such as One example of.. or Perhaps Percy’s biggest struggle was…?
  4. Examine the conclusion of the essay. Can you locate the thesis, the insight, and the wrap-up? Does the conclusion leave the reader satisfied? Is the conclusion effective?
  5. Examine the details in each highlighted body paragraph. Are the details sufficient? Are they lacking? Is there a variety of sentences (cx, openers, closers, cd, simple)
  6. Locate the hook of the essay. Is it a compelling hook? Does the author do a good job explaining the hook with enough details before giving the thesis statement?
  7. Examine the essay for conventions. On a scale of 1-4 (4=advanced) what grade does each author earn? What are some of the main mistakes? How is the spelling? Grammar? Capitalization?
  8. Look at this essay. What kind of a score should this essay be given? What kind of score for the organization of the essay should be earned?
  9.  What kind of a score on a 1-4 scale would you give for the use of formal language? (no contractions, no slang, no personal pronouns) Do you notice any words that could be replaced by a better word choice?

 

Friday 10:  Roller Drome (Reward for the canned food drive) The first 3 periods will be held and students will be reviewing concepts.

Goals:

 I can explain the differences and similarities between two pieces of written work

I can evaluate the parts of an essay and know if it is well written or not

__________________________________________________________

January 30-February 3 Quarter 3, Week 1

Monday 30: Wow to write a conclusion. (Pwpt) Students will complete their 5th paragraph and any other paragraphs needed for their Percy Jackson informational essay.
How to Write a Conclusion-Percy Jackson example.doc

Tuesday 31: Revision and editing techniques (Students will use a checklist) 

Revising to Enhance Your Essay

Do you have these parts?

 Paragraph 1: Hook, details, thesis
Paragraph 2: topic sentence, details, wrap-up 
Paragraph 3: topic sentence, details, wrap-up
Paragraph 4: topic sentence, details, wrap-up
Paragraph 5: Thesis (restated in a fresh way, insight, wrap-up

1.Read your entire essay aloud, making sure to pronounce each word carefully. Fix anything that is obviously a mistake 
2.  Do you have enough transitions? Every paragraph should have some, but they must all be different 
3. Look for all capital letters. Each sentence should start with one. Make sure titles and proper nouns are capitalized.
4. Double check any homophones: there/their/they’re-to, too, two. A lot is two words! 
5. Make sure all words are spelled correctly. Use the computer or the dictionary. When in doubt, check. Don’t assume! 
6. Look for two simple sentences side by side. Combine. Remember, you need complex sentences/interrupters, openers, closers. 
7. Check for sentence variety. Make sure that you don’t write sentences the same way.
8. T
he beginning of each paragraph should begin differently than the other paragraphs. 
9. Check for proper comma placement: “When the SC’s in the beginning, there’s a comma/When the SC’s in the middle, there’s no comma.” Also, make sure that each transition has a comma e.g. Ultimately, Truly, etc. 
10. Sentences must not begin with a conjunction (And, But) Does each sentence have ending punctuation? 
11. Look for dead words and slang and choose a better replacement. 
13)  Re-read your corrected paper.

 

Wednesday 1: Type final draft of Percy Jackson essay (chrome books)

  1. Thesis statement (highlighted)-5 points summative
  2. Students will choose their best body paragraph to be graded (highlighted) -10 points ( topic sentence, ample details, and wrap-up that lines up with the thesis)

 

Thursday 2: Lab/chrome books: IWA practice

Friday 3: IWA practice in the lab/chromebooks

 

I can revise and edit an essay for clarity, word choice, and conventions.

I can write an essay in an organized way.

 

______________________________________________________

Agenda: January 23-27 Week 10 (Last week of Quarter Two) Grade for this week: body paragraphs for the intro we did last week. (5 points: Topic sentences)

Monday 23: From the bullet points of the introduction paragraph for the character of Percy Jackson, write 3 body paragraphs. Follow the example, starting with a topic sentence, writing sufficient detail, and then wrapping up so that the paragraph is complete and the reader is not left hanging. (See slides #4 and #5 from the power point) Do not forget transitions.

Tuesday 24: Continue writing the body paragraphs

Wednesday 25: continue (Due by the end of the period). Any extra time, students will continue with their close reader (Medusa)

Thursday 26: Lab-ISAT practice

Friday 27: Lab-ISAT practice

Example: (For more detail, see the power point.)

Topic Sentence

Details

Wrap-up

  • Perhaps Lone Star Middle School’s strongest quality is excellence in academics. Students take all of the core classes and also have the opportunity to take honors classes to challenge the minds of advanced students. “Whatever it takes” is the theme of education at Lone Star, so wherever a student is academically, he or she can succeed. The school also offers a variety of electives in the arts to encourage creativity. Without a doubt, Lone Star takes pride in its academics.

Sample Introduction-Body Paragraphs- informational.pptx

This week’s goal: I can write a topic sentence, details, and wrap up that line up with my thesis statement/focus/claim.

__________________________________________
January 16-20 Quarter 2, Week 9 (This week, students will write an introduction paragraph that will be due at the end of the period on Wednesday. See instructions below. Students will earn a grade for their claim/focus.)

 Monday 16: No School

Tuesday 17:
Warm-up (pronoun-antecedent)
Warm up-clear pronoun-antecedent -SBAC.pptx

Introduction Paragraph for an essay on Lone Star Middle School 

Model:

Louie the Longhorn. Kelly green and black. Great students and staff. This is Lone Star Middle School. Located in Nampa, Idaho, Lone Star is home to 6th, 7th, and 8th graders living in the south part of the city. The mascot of Lone Star, Louie, cheers along with the students at every game, proudly wearing Kelly green and black to show school pride. Truly, Lone Star is a first-rate middle school. (Simple sentence with transition thesis/claim/focus)

Louie the Longhorn. Kelly green and black. Great students and staff. This is Lone Star Middle School. Located in Nampa, Idaho, Lone Star is home to 6th, 7th, and 8th graders living in the south part of the city. The mascot of Lone Star, Louie, cheers along with the students at every game, proudly wearing Kelly green and black to show school pride. The academics, extracurricular activities, and the wonderful people make Lone Star a first-rate school. (3-part thesis statement/claim/focus)

Louie the Longhorn. Kelly green and black. Great students and staff. This is Lone Star Middle School. Located in Nampa, Idaho, Lone Star is home to 6th, 7th, and 8th graders living in the south part of the city. The mascot of Lone Star, Louie, cheers along with the students at every game, proudly wearing Kelly green and black to show school pride. Because Lone Star has so much to offer, it is a first-rate middle school. (complex sentence thesis/claim/focus

(Always write the thesis statement/claim/focus first, and then write the hook and the details of the hook. Rewrite your thesis statement so that it is the last sentence of the introduction.)

  • Academics
  • Extracurricular Activities
  • Wonderful People

 

Write an introduction paragraph for an informational essay on the fictitious character, Percy Jackson, from the novel The Lightning Thief.

Below paragraph write three bullet points to represent body paragraphs

Begin Rough Draft on Tuesday

Claim/ Focus Grade

This week's goal: I can write an introduction paragraph that includes a clear claim/focus.
____________________________________________________________________
Wednesday 18:
Final draft on paragraph due at bell

Here are some other examples to help write a "focus"/claim/thesis statement for informational text.

Claim-focus-thesis statement examples for informational text.pptx

 

Highlight focus/claim in final draft

Thursday 19: Finish ISAT practice exam # 1 from Friday of last week (1/13)

Friday 20: Begin ISAT practice exam #2


January 9-13(no school Monday through Thursday due to snow)Friday we were in the lab

January 3-6 Quarter 2, Week 7 (Very important stuff this week, of course! We will be working on a close read and doing SBAC practice. Three months until the SBAC!)

Monday 2: holiday 

Tuesday 3: Pass out Close Readers: Turn to pages 101-105 “Medusa’s Head” (can go further if time allows) 

Read aloud as a class. Follow blue boxes step-by-step on pages 102, 103, and 105, doing each section one at a time and allowing brief discussion and explanation to ensure understanding of the text and being able to cite textual evidence.  

 

Wednesday 4: pronoun excerpt: 

Instructions:  

  1. Teacher: Read the following excerpt aloud to the students. Students should listen and try to imagine the scene. (The author will show, not tell.) 

 

 

Boy: Tales of Childhood 

Roald Dahl 

 

The sweet-shop in Llandaff in the year 1923 was the very centre (point out the English spelling) of our lives. To us, it was what a bar is to a drunk, or a church to a Bishop. Without it, there would have been little to live for. But it had one terrible drawback, this sweet-shop. The woman who owned it was a horror. We hated her and had good reason for doing so. 

Her name was Mrs. Pratchett. She was a small skinny old hag with a moustache on her upper lip and a mouth as sour as a gooseberry. She never smiled. She never welcomed us when we went in, and the only times she spoke when she had said things like, “I’m watchin’ you so keep your thievin’ fingers off them chocolates!” Or “I don’t want you in ‘ere just to look around! Either you forks out or you gets out!” (imagine an English accent) 

But by far the most loathsome thing about Mrs. Pratchett was the filth that clung around her. Her apron was grey and greasy. Her blouse had bits of breakfast all over it, toast-crumbs and tea stains and splotches of dead egg-yolk. It was her hands, however, that disturbed us most. They were disgusting. They were black with dirt and grim. (pp.34-35) 

 

 

  1. Students will do a quick freewrite about where they buy candy or a store clerk. (10 minutes, one paragraph only. 

 

 

  1. Point out that the author uses pronouns in a way that readers can tell what he is referring to. Sometimes writers use pronouns that don’t have clear antecedents. (Remember: antecedent means some word had to come before the pronoun. A helpful hint to remember the word antecedent is to link it to the word ancestor. An antecedent comes before and is necessary. All that means is, if you use an it or a she, the reader should be able to tell who or what the pronoun is referring to. 

 

 

  1. Pass out excerpts to students. Students may work in pairs.  They will discuss (briefly) and underline the words that show rather than tell. (3 min.) (A few are highlighted in green for the teacher). After 3 min. students should share with the class so that everyone can see the author’s word choices (2 min) 

  1. Next, students will circle each pronoun in the triple-spaced excerpt. Then they will draw an arrow from each pronoun to its antecedent. 

 

 

Instructions: Find the pronouns in this passage and put boxes around them. Then, draw arrows back to whatever the pronouns are referring to (their antecedent). Halfway through the assignments, stop and discuss the progress and make sure there isn’t any confusion. (See example below with the arrows.) (See example below with the arrows.) 

 

Boy: Tales of Childhood  

Roald Dahl 

 

The sweet-shop in Llandaff in the year 1923 was the very centre of our lives. To us, it was what a bar is to a drunk, or a church to a Bishop. Without it, there would have been little to live for. But it had one terrible drawback, this sweet-shop. The woman who owned it was a horror. We hated her and had good reason for doing so. 

Her name was Mrs. Pratchett. She was a small skinny old hag with a moustache on her upper lip and a mouth as sour as a gooseberry. She never smiled. She never welcomed us when we went in, and the only times she spoke when she had said things like, “I’m watchin’ you so keep your thievin’ fingers off them chocolates!” Or “I don’t want you in ‘ere just to look around! Either you forks out or you gets out!”