June 10-11
Monday
Exam review
Tuesday
Exam Review
June 3-7
Monday
Students practiced identifying subjects, predicates, clauses, sentence types, comma rules, and possessive nouns with this Chapter 21 Post Read sheet. Then we had some fun with rapid-fire illustrations of some characters from the novel. Finally, we read Chapter 22 together as a class. If you forgot your book at school, here is a copy of the text.
Tuesday
We continued rapid-fire illustrations of some characters from the novel. Tomorrow, we should finish the novel in class.
Wednesday
We finished The Westing Game today in class. For tomorrow's test, students can review elements of mysteries, figurative language, sentence elements, comma rules, and possessive noun rules. We briefly scanned through this PowerPoint today at the end of class as part of our discussion about the test.
Thursday
We postponed the test until tomorrow. Instead of testing today, students had the opportunity to work on this test review together. Tomorrow, we will review some of these answers and take the test.
Friday
We took our novel test today. When finished, I passed out our initial exam study guide.
May 28-31
Tuesday
NWEA TESTING
Wednesday
NWEA TESTING
Thursday
We had students in a variety of different places today as most of the class needed to finish up NWEA testing. Others worked on absent work makeups. All students are to read through and including Chapter 21 for tomorrow's class. It's full steam ahead as we finish this novel and begin to review for exams!If you forgot your book at school, here is a copy of the text.
Friday
Throughout the semester, we've glued notes about three grammar topics into our notebooks: Sentence Parts/Types, Comma Rules, and Apostrophes with Possessive Nouns. We inserted page markers (yellow sticky notes) into our spirals today to help us easily locate those notes as we work toward exams. Today, students called on their understanding of all three topics. We used this Chapter 20-21 Sheet from the Westing Game. Under each prompt, I've listed the rules for the response. For example, for #1, students are to create a one-sentence answer that demonstrates our comma rule dependent clause, the sentence style should be complex, and the sentence should contain one possessive noun. Students worked on these response challenges with partners today. The remaining two we did not get to in class are homework.
May 20-24
Monday
I collected the homework from Chapters 7-9 today. (Students were also to have read Chapters 10 and 11 over the weekend.) In class, I guided students through a series of Chapter 10 and 11 Responses based off their reading over the weekend. Students practiced using the text to make inferences. Finally, we read Chapter 12 in class. For homework, students are to read Chapter 13. If you forgot your book at school, here is a copy of the text.
Tuesday
Students worked in groups in the Presentation Room today. First they helped each other updated their detective packets and shared discussions about their findings from the novel. Then they worked collaboratively to complete the responses to the Chapters 12/13 Tasks. For homework, students are to read Chapter 14 tonight. If you forgot your book at school, here is a copy of the text.
Wednesday
Students were in the Presentation Room again today. They read Chapter's 14-15 together and began completing their Chapter 14-15 Written Responses. Those are to be completed for tomorrow's class.
Thursday
I passed back students' writing from Chapters 12-13 today. They were able to use those along with last night's homework to complete a comprehension/writing quiz. Then they began the evening's homework: Read Chapters 16-18.
Friday
In class today, we used "Popcorn" to call on students from the class to practice their verbal reading skills. We read Chapter 19 and the first half of 20 together. If you forgot your book at school, here is a copy of the text.
May 13-17
Monday
M-Step Testing
Tuesday
M-Step Testing
Wednesday
M-Step Testing
After the testing, students were assigned to read Chapter 6 from The Westing Game and complete this Chapter Six homework.
Thursday
We quickly read though Chapter 6 together today and pointed out all the attempts at humor. We discussed how the humor makes more sense for us when we consider the author's use of characterization leading up to this chapter. We then read Chapter 7 together. I passed out this response sheet for Chapters 7-9. Students began filling in their simple sentences for Chapter 7. Once completed, they are to read Chapter 8 for homework tonight. If you forgot your book at school, here is a copy of the text.
Friday
We had over 20 students who did not finish the M-Step earlier this week, so we had to use today's class to allow those to finish. Once done with that, students completed the tasks for Chapter 8 from last night's assignment sheet. (Note: Students can't add the clues for Jake/Mrs. Hoo and Otis/Crow just yet.) Then they read Chapter 9 and finished the sheet. Finally, students are to read Chapters 10 and 11 for homework this weekend. I'll collect the Chapters 7-9 sheet on Monday.
May 6-10
Monday
Students practiced proper use of apostrophes to create possessive nouns today in class. We read halfway through Chapter 2 of The Westing Game and updated our detective packets. Finally, students were given this Chapter 1 Possessives Practice for homework.
Tuesday
Today we began to look at direct and indirect characterization in our novel The Westing Game. Students completed a quick reflection about the author's indirect characterization of Grace Wexler from Chapter One. Then we continued reading halfway through Chapter 3 of the novel while updating our detective packets.
Wednesday
Students finished reading Chapter 3 today and updating their detective packets. Then they examined the author's use of characterization on this Chapter 3 Characterization Assignment. That assignment is due tomorrow. With any remaining time, students began reading Chapter 4.
Thursday
We reviewed the formatting for a properly cited quotation today in class. Then we read Chapter 4 of The Westing Game. For tomorrow's class, students are to complete the Chapter 4 Written Responses.
Friday
After another possessive noun quiz, we continued most of the way through Chapter 5 of The Westing Game. For homework, students are to complete the Chapter 5 tasks. I'll collect this on Monday before we begin M-STEP testing.
April 29-May 3
Monday
Students reviewed their mistakes from Friday's quiz. They conducted their group presentations, and then they took another short comma quiz. We'll take another short comma quiz tomorrow too. Learn them and reap the benefits!
Tuesday
Students reviewed their mistakes from Monday's comma quiz. They participated in an activity called "Yes or No? If So, Where and Which?" This activity required students to practice rationalizing the need for commas in sentences and provided reasoning for their use. When finished, students took another comma quiz.
Wednesday
We continued to practice and quiz our comma rules today. In addition, student recorded the rules for using apostrophes with possessive nouns. We will add apostrophes to our punctuation practices.
Thursday
Students continued to drill punctuation rules today.
Friday
Students completed a possessive noun practice today, and then we began our fourth quarter novel, The Westing Game.
April 22-26
Monday
Students recorded comma notes using this supporting Comma PowerPoint, and then they glued their notes into their spiral notebooks. Then they continued working on their grammar book tasks.
Tuesday
Students continued their grammar book activities and then completed a comma practice. Both can be found on This PowerPoint.
Wednesday
Students continued application of our comma rules. Then they began a group comma presentation. We will continue this preparation tomorrow.
Thursday
Students practiced their presentations for tomorrow's class. They are also responsible for this Comma Choices homework.
Friday
Students reviewed comma rules and then took a short comma rules quiz.
April 15-18
Monday
Students continued watching the film version of our screenplay today.
Tuesday
Students watching the film version of our screenplay today.
Wednesday
Today we examined the phrase "based on a true story." We used this article "Reel Life: 'Glory Road'" to help us talk about why filmmakers might change the truth at times. When we finished this work, students conducted a practice M-Step ELA 7 test in anticipation of the assessment in a couple weeks.
Thursday
We began our exploration of punctuation today. Students use the grammar book to begin learning about different uses for punctuation. Here is the grammar book task list. Most students completed through #3. We will finish this work on Monday.
April 8-12
Monday
We continued reading our script today. We will finish our story tomorrow!
Tuesday
We finished "Glory Road" today. Tomorrow we will review elements of screenplays, vocabulary terms, sentence elements, and characterization in preparation for Thursdays test.
Wednesday
Students worked on a study guide for tomorrow's test.
Thursday
Students took a unit test today.
Friday
Students began watching the film version of our screenplay today.
March 25-29
Monday
We continued reading "Glory Road" in class today.
Tuesday
We analyzed portions of dialogue today to identify elements of characterization from our first 22 pages of the script.
Wednesday
Students read part of our script today independently, and they created summarizing sentences.
Thursday
Students submitted their summarizing sentences today and we reviewed key events from their reading.
Friday
We continued reading our script today.
March 18-22
Monday
We reviewed the vocabulary terms today and students used the computers to begin reading background about our next novel. They visited THIS SITE to record their notes on the Novel Background Search.
Tuesday
Students exchanged their homework today can provided some peer review on the vocabulary illustration. Then we began exploring how to read a screen play. Using our drama notes from last week, students explored THIS SCENE from our upcoming screenplay. They completed READING A SCREENPLAY TASKS on the sheet. Tomorrow, we will begin the story.
Wednesday
Students finished examining elements of a screenplay. They then created a small portion of a sample screenplay. Finally, we chose roles and began reading "Glory Road."
Thursday
We continued reading "Glory Road" in class today.
Friday
We continued reading "Glory Road" today in class.
March 11-15
Monday
Students created a written response on the back of their sentence structure projects. I collected those today. Next, students began their sentences exit card. This is due for tomorrow's class.
Tuesday
Students participated in the 1-Day Vocabulary Challenge today. If you were absent today and want to complete your PowerPoint assignment at home, you can e-mail it to me. HERE is the template, and here are the assigned words for those people absent today:
Jonathan - WARY (adjective)
Mark - LANKY (adjective)
Wednesday
Students began logging vocabulary definitions in advance of our 3rd Quarter novel. They filled in definitions on this vocabulary list using students' Vocabulary Class Slides from Tuesday's work.
Thursday
Students took a short grammar pop quiz in class today, and then they finished their vocabulary work from yesterday. We took a portion today's class to participate in the presentations through the Life Skills Classes.
Friday
After silent reading today, students finished up their vocabulary notes using the Vocabulary Class slides, and they recorded their Drama Notes using the Drama Notes PowerPoint.
March 4-9
Monday
Students worked on grammar book activities today. For homework, they are to complete the Practice and Apply on pages 191 and 193.
Tuesday
I collected students grammar book homework today. If you have been absent, I made a copy of those grammar book tasks for you HERE. Students then completed a formal reference sheet for sentence elements and sentence types. If you need help, refer to the homework listed on this page for Monday, February 25. (The notes are there for you.) I introduced our next project we will begin tomorrow as well.
Wednesday
Students began working on a small project today. I provided them 8 images. They are to choose two of those images and create five simple sentences about those images. The subjects and predicates must be different across all five sentences. Then they choose two more images and create five compound sentences. Again, all the subjects, predicates, and coordinating conjunctions must be different. Finally, they choose a third pair of images and create five complex sentences with different subjects, predicates, and subordinating conjunctions. In the end, each student will have created 15 original sentences, consisting of 25 different clauses. Today, they worked on creating a rough draft of those sentences. Tomorrow, we will assemble the project on large sheets of paper.
Thursday
Students began creating their final copies of their projects today.
Friday
After silent reading today, students worked on their projects. This is due on Monday.
February 25-March 1
Monday
We held our class spelling bee today. When we finished that, we quickly began exploring sentence types with a sentence parts review.
Tuesday
Today students were introduced to three types of sentence styles: simple, compound, and complex. Sentence types are determined by their clauses. Students completed a short note sheet and worked with partners to practice creation of these sentence styles.
Wednesday
Students worked in small groups today practicing creation of simple, compound, and complex sentences.
Thursday
Students worked in small groups today practicing creation of simple, compound, and complex sentences.
Friday
After silent reading, students completed an activity practicing identification of subjects and predicates.
February 11-15
Monday
We began examining the story "The Monsters are Due on Maple Street." Students chose roles for our oral reading, and they completed a set of guiding questions for Part I. For homework, students are to read Part II. We will have a short comprehension quiz tomorrow.
Wednesday
Students completed a short reading assessment based on their reading of Act II from "The Monsters on Maple Street." Tomorrow, we will conduct a dramatic reading of that screenplay.
Thursday
Students rehearsed roles today and we conducted a full-class, dramatic reading of "The Monsters on Maple Street."
Friday
Our class was divided into two groups today so they could conduct dramatic reading of "The Brave Boys of Greensboro." When finished, students completed a writing piece based on this prompt. Remember, students, we will be conducting our spelling bee on the Monday after break. Here's the list of words.
February 4-8
Monday
We began a discussion today about how people treat others. Students responded to prompts, and we generated ideas together as a class. We read "The Sneetches" by Dr. Seuss. Students completed a guided reading with me. They are to have the (attached) response questions prepared for tomorrow's class.
Tuesday
In class today, students reread "The Sneetches" from yesterday's class. We then read "Southpaw" and completed the attached tasks. Students brainstormed similarities between Star Sneetches and Richard across the two stories as well as similarities between Janet and No Star Sneetches across the two. Using that information, they completed this Impromptu Paragraph. Finally, students were given two short nonfiction articles to prepare for tomorrow's class. Students will complete a short comprehension quiz in class tomorrow.
Thursday
We explored our answers to the Sneetches written responses today. We needed to review elements of plot. Specifically, we looked at the connection between conflict and resolution, and we reviewed strategies at identifying a story's climax. Then we transitioned to last night's reading about Jim Crow Laws and Brown v. Board of Education. Just like a story map, we identified to two sides to the conflict. For Brown v. Board of Education, we determined a moment of climax in the case and identified the court's resolution.
Friday
We examined Tuesday's nonfiction texts in class today. We used a classroom demonstration to explore the idea of separate but equal from the Jim Crow era. We then transitioned into the effects of the Brown v. Board decision for The Little Rock Nine. All of this historical text is helping set the backdrop for our anchor text this quarter.
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"Homework Machine" by Shel Silverstein
The Homework Machine, oh the Homework Machine, Most perfect contraption that’s ever been seen. Just put in your homework, then drop in a dime, Snap on the switch, and in ten seconds time, You homework comes out, quick and clean as can be. Here it is – “nine plus four?” and the answer is “three”. Three? Oh me... I guess it’s not as perfect As I thought it would be. |