6B Literature Assignments

Instructor
Mrs. Katie Parr
Term
2019-2020
Department
Schools - Peoria // Main
Description
We will be using the Collections textbook from Houghton Mifflin Harcourt as our main curriculum. Collections provides students with the tools to succeed in the classroom and beyond. It supports students' individual strengths by integrating scaffolds that build competencies. Students make meaning from digital annotation and note-taking tools that are essential for text analysis and for writing to sources. They also create knowledge, transcending time and place, through exposure to media resources from the History channel, A&E, and Bio that enrich informational and literary text throughout Collections. Students will have the opportunity to practice the skills of communication in speaking, listening, and writing with interactive lessons that provide models, feedback, and practice.

Collections is organized in to six different themes- Facing Fear, Animal Intelligence, Dealing with Disaster, Making Your Voice Heard, Decisions that Matter, and What Tales Tell. Within each collection, students are introduced to an anchor text and various close reader selections which provide multiple opportuniteis to practice college and career readiness anchor standards for reading, writing, speaking and listening, and language. Students will complete vocabulary quizzes after each anchor text and comprehension exams after each reading selection. At the end of each collection, students are required to complete a performance task. Each performance task differs slightly, but all require students to develop a variety of writing and speaking products, working through the process of planning, producing, revising, and presenting.
 
DAILY HOMEWORK: Read for 30 minutes! Parent initial in planner. 

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Past Assignments

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ELA (May 18th-22nd): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.

Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
 
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
 
Please read chapters 8-13: Fever, Trouble, Starving in Siberia, Pointless and Boy Perfume, The Silver Lining and Fear, Gum, Candy. Define the vocabulary terms and answer the comprehension questions on p96 and p97 as you go. Please submit both pages to the front office for grading.
 
Additional activities this week that may help with your comprehension:
These activities do NOT need to be submitted, but they are encouraged if you have access to technology 😊
 
Chapter 8 (Fever)- Find an example of figurative language in this chapter. Record it in your journal as textual evidence and name the type. For example- p99… “barking orders like a Marine drill sergeant” is a simile.
 
Chapter 9 (Trouble)- In your journal, describe Steven’s “talk” with Mrs. Galley. Why does he become so “smart mouthed?” How does the conversation change when Steven opens up? What was the outcome? Do you have adults you can confide in within your school? Who? Why or why not?
 
Chapter 10 (Starving in Siberia)- Read the attached article about the 5 stages of grief to understand what Steven is dealing with right now. Try to find an example of each stage in the book.
 
Chapter 11 (Pointless and Boy Perfume)- We can infer that Steven’s dad is upset in this chapter. Why?
 
Chapter 12 (The Silver Lining)- In your journal, reflect on the last paragraph in this chapter. Explain the foreshadowing.
 
Chapter 13 (Fear, Gum, Candy)- Use the  chart “Take My Advice” to make a list of the things you can/cannot change and the list of things that Steven can/cannot change.

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ELA (May 11th-15th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.

Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.

Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.

Please read chapters 4-7: Fat Cat Sat, Jeffrey’s Vacation, No More Vacation, and Take Me in our novel “Drums, Girls, and Dangerous Pie.” Define the vocabulary terms and answer the comprehension questions on p94 and p95 as you go. Please submit both pages to the front office for grading.

Additional activities this week that may help with your comprehension:
These activities do NOT need to be submitted, but they are encouraged if you have access to technology 😊

Record the textual evidence on p. 39 in Chapter 4. “I haven’t always liked being the protector, but I think I have taken the job pretty seriously overall. So how come when I wasn’t looking, Jeffy got cancer?” Explain this quote in your journal and describe a situation when you have had to be a protector of someone.

Chapter 5 talks about Steven being “in the zone” while playing the drums. In your journal describe what it means to be “in the zone”, what zone have you been in, and why?

Chapter 6 talks about what Jeffrey went through at the hospital with his diagnosis. Watch the video about Acute Lymphocytic Leukemia (ALL) Animation (2:32) at https://www.youtube.com/watch?v=7nCvItKbEns

Annette is auditioning for Julliard in Chapter 7. Visit the website http://www.juilliard.edu/degrees-programs/music and Watch the video Juilliard Admissions Insider: The Music Audition Experience https://www.youtube.com/watch?v=uO2P3FzC_cE

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ELA (May 4th-8th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.

Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
 
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
 
Please read chapters 1-3: Dangerous Pie, Moatmeal Accident, and Anxiety with Tic Tacs in our novel “Drums, Girls, and Dangerous Pie.” Define the vocabulary terms and answer the comprehension questions on p93 as you go. Please submit p93 to the front office for grading.
 
Additional activities this week that may help with your comprehension:
These activities do NOT need to be submitted, but they are encouraged if you have access to technology 😊
 
Read the handout on childhood leukemia for more information about what Jeffrey and his family will be experiencing throughout this novel study.
 
Carter Beauford is mentioned in Chapter 1. Go to http://www.drummerworld.com/drummers/Carter_Beauford.html to
read about and listen to a drum solo he performed for the Dave Matthews Band.
 
Chapter 2 explains Jeffrey’s parts hurting. Watch the video Superman Sam's Childhood Cancer Story │36 Rabbis https://www.youtube.com/watch?v=aHXwEzDIZMM
Watch the video What is Cancer? at https://www.youtube.com/watch?v=LEpTTolebqo

Watch How Cells Divide and Chemotherapy Works at https://www.youtube.com/watch?v=VRhz3DhjG5M
 
Read the following articles and use the Close Reading Tools to mark them up. These are all found at the
American Cancer Society. www.cancer.org
• Learning about chemotherapy treatment
• How will the chemo be given to me?
• Chemo side effects
 
Chapter 3 mentions the musician Dizzy Gillespie. Watch the video of Dizzy Gillespie-Cubana Bop (6 :20) minutes and describe the drum section in your journal. https:// www.youtube.com/watch?v=4c0z9jZ3h2k
 

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ELA (April 27th- May 1st): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.

Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
 
Day #1: A Night to Remember (Collaborative Discussion)
Please read p192 in the history writing, "A Night to Remember" by Walter Lord. As you read, pay attention to the details that engage you in the circumstances of this historical event. Doing so will help you answer the collaborative discussion question at the end of the story. Remember, a narrative non-fiction, like "A Night to Remember" tells about real-life people and events in a way that seems like fiction....but because the story being told is real, the details in the text must match the actual details of the event.
 
Once you have finished your reading, please answer the collaborative discussion question below. You MUST submit your notebook page or email me your response to be graded. Remember to use correct MUG (mechanics, usage, and grammar) and to write in complete sentences.
 
COLLABORATIVE DISCUSSION QUESTION: With a family member, review “A Night to Remember” and point out sections or passages that you especially enjoyed or found fascinating. Identify specific details and reasons why you found them engaging, useful, or memorable.
 
Day #2: A Night to Remember (Style & Tone)
Style refers to a writer's unique way of communicating ideas. Many literary elements, including word choice, sentence structure, imagery, point of view, voice, and tone contribute to a writer's style.
 
Tone is the writer's attitude toward his or her subject. Adjectives are often used to describe the tone of a text, such as serious, humorous, sarcastic, and respectful.
The style and tone an author uses help readers understand ideas and makes the writing memorable. In "A Night to Remember," the author describes the Titanic as "the most glamorous shop in the world," adding that "Even the passengers' dogs were glamorous." He supports that idea by describing a list of wealthy passengers- and their dogs. The careful details, precise choice of words, and slightly humorous tone help make up the author's style.
 
Answer the following questions below. You MUST turn in your notebook paper or email me your response to be graded.
Word Choice- Does the author use powerful verbs, precise nouns, and vivid adjectives or adverbs? How does the author’s word choice affect the tone of the text?
Sentence Structure- Are most sentences long or short? Does the author use a variety of sentence types?
Literary Devices- Does the author use strong imagery and sensory details, or devices such as repetition or exaggeration?
 
Day #3: A Night to Remember (Exam)
You CAN use your textbook to review the history writing, "A Night to Remember," by Walter Lord to review material before AND DURING your test. As always, you will have 10 multiple choice questions and 2 short responses. Remember, your short responses are worth 10 points each so be sure to restate the question, provide textual evidence, and elaborate as needed to sufficiently answer each short response.
 
The test is on a separate printed worksheet. Please return to the front office.
 

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ELA (April 20-24th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
 
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
 
Day #1: A Night to Remember (Analyze the Text)
Please read p185-186 in the history writing, "A Night to Remember" by Walter Lord. As you read, pay attention to the details that engage you in the circumstances of this historical event. Doing so will help you answer the collaborative discussion question at the end of the story. Remember, a narrative non-fiction, like "A Night to Remember" tells about real-life people and events in a way that seems like fiction...but because the story being told is real, the details in the text must match the actual details of the event.
 
Once today’s reading is completed, please analyze the text by answering questions #1-2 on p194. Remember to answer using correct MUG (mechanics, usage, grammar) and to write in complete sentences. You may email me your response, or write it on notebook paper and submit to the office when you return your packet next week.
 
Day #2: A Night to Remember (Vocabulary Practice)
Please read p187-189 in the history writing, "A Night to Remember" by Walter Lord. You will have reviewed all of your critical vocabulary terms by the end of today’s reading. I have copied the terms and definitions for you below, and I suggest that you take some time studying them this week as you will see them on your comprehension exam next week.
  • knot- unit of speed used by ships
  • indulge- allowing yourself to do or have something you want
  • shudder- a strong shiver or tremor
  • jar- a jolt or shock, as well as a harsh, scraping sound
  • ominous- frightening or threatening
Next, please complete the critical vocabulary practice on p195. You will need to answer questions #1-5 by selecting the best choice AND providing a reason as to why you made that selection. Remember to answer using correct MUG (mechanics, usage, grammar) and to write in complete sentences. You may email me your responses or write it on notebook paper and submit to the office when you return your packet next week.
 
Day #3: A Night to Remember (Eyewitness Accounts)
Please read p190-191 in the history writing, "A Night to Remember" by Walter Lord. Remember, narrative nonfiction tells about real-life people and events, but in a way that is often structured like a fictional story. Certain details or events may be revisited for emphasis or suspense, just as a story’s plot unfolds in stages.
 
Let’s review this idea within our reading today:
Why might the author have decided to retell even more passengers’ reaction to the ship hitting the iceberg? Well, you might say that the author wants to show the variety of reactions that different passengers had to this one moment.
 
Now, you try:
Cite details in lines 178-186 that show how this scene relates to an earlier scene in the text (hint: 37 seconds). The author is revisiting this event for emphasis…37 seconds may not seem very long, but in the midst of a crisis it may feel like an eternity. Remember to answer using correct MUG (mechanics, usage, grammar) and to write in complete sentences.
 
You may email me your response or just write it below and submit to the office when you return your packet next week.
 

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ELA (April 13th-17th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY. 
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.

Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
 
Day #1: Soft Rains
Please read the first half of the short story, "There Will Come Soft Rains," by Ray Bradbury (p43-47 in your close read workbook), and then begin your assignment for Day 1. I STRONGLY encourage you to take close read notes as you read following the prompts within the text. Analyze the first half of the text by answering the following three short response questions: p44 (#2), p45 (#4), and p47 (#8). Submit your answers for correction through email when done.
 
Day #2: Soft Rains
Turn to p48 in your close read workbook. Please read the second half of the short story, "There Will Come Soft Rains," by Ray Bradbury (p48-52), and then begin your assignment for Day 2. I STRONGLY encourage you to take close read notes as you read the prompts within the text. Analyze the second half of the text by answering the PARAGRAPH response question on p52 (#14). Submit your answer for correction through email when done.
 
Day #3: Soft Rains
Reread the text as needed, using context clues, to identify the meaning of the bolded critical vocabulary terms. Record YOUR definition, and then list the DICTIONARY definition. Number your answers and send to me through email. This will count as a QUIZ grade, so please take your time and double check your work!
1. warrens 2. paranoia 3. tremulous 4. oblivious 5. sublime

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ELA (April 6th-10th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me. 
 
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online. 
 
Day #1: The Banana Tree
Please read the first half of the short story, "The Banana Tree," by James Berry (p171-175), and then begin your assignment for Day 1. Analyze the first half of the text by answering the three short response questions below. Submit your answers for correction when done through email.
  1. Infer- Review lines 32-39. What sensory details does the author use in these paragraphs? Explain why the author would use strong imagery near the beginning of the story.
  2. Draw Conclusions- Reread lines 69-78. Toward the end of the paragraph, the writing shifts to dialect. Why is the author’s choice to write Gustus’s thoughts in dialect significant?
  3. Summarize- Review lines 107-134. Explain why the banana tree is so important to Gustus.
Day #2: The Banana Tree
Please read the second half of the short story, "The Banana Tree," by James Berry (p176-180), and then begin your assignment for Day 2. Analyze the second half of the text by answering the three short response questions below. Submit your answers for correction when done through email.
  1. Interpret- Read lines 171-175 aloud. In your own words, tell what Gustus is saying to the wind.
  2. Draw Conclusions- Think about the danger and injuries Gustus faced because he would not let the hurricane constrain him. What conclusion can you draw about Gustus’s character?
  3. Interpret- Reread lines 230-235. What are two examples of personification the author uses? What impact does the personification have on the story?
Day #3: The Banana Tree
You CAN use your Student Book to review the short story, "The Banana Tree," by James Berry to review material before and during your test. As always, you will have 10 multiple choice questions and 2 short responses. Remember, your short responses are worth 10 points each so be sure to restate the question, provide textual evidence, and elaborate as needed to sufficiently answer each short response. You can scan the test document to my email, or you may number your responses and just sent them to me through email.

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AT-HOME LEARNING ELA PACKET (March 30th-April 3rd): 

Students should complete two lessons per subject in ELA, Math, and Science Monday- Thursday, and one lesson per subject on Friday. Please follow the schedule below. Students can download the attached packet and message their answers to teachers on dojo and/or email. Students should message Ms. Parr their answers for ELA, Mr. O'Neil for Math, and BOTH Mr. Eaton and Mr. Cameron for Science. If students need paper packets, please keep an eye out for a message from our administration team listing times to pick up paper packets in driveline next week.
 
Our Social Studies teacher, Mr. Cardoza, will post his lessons separately.
 
Monday- p1-35
Tuesday- p36-61
Wednesday- p62-89
Thursday- p90-111
Friday- p112-127

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AT-HOME LEARNING ELA PACKET (March 23rd-27th):
Students should work on the attached packet this upcoming week during our school closure: March 23rd-27th, 2020.
I would suggest working on at least two lessons per day. I've included a brief lesson on each topic with follow up questions for independent practice.
Monday- Central Idea & Connotation and Denotation
Tuesday- Context Clues & Multiple Meaning Words
Wednesday- Appropriate Language and Writing Purpose & Literary Point of View
Thursday- Summarization & Summarizing Literature
Friday- Textual Evidence & Theme
 
I would also suggest working on the coordinating study island lesson for additional practice. I will be extending the due date for study island lessons through the end of April. EVERY lesson needs to be completed at grade level with at least 70% proficiency to be considered as a passing score.
 
If you cannot download and/or print the attached packet, please see my previous post on the school closure for designated times to pick up a packet in drive line next week. Students DO NOT have to print the packet so long as they write their answers on a piece of paper, organizing them by lesson name. I will be grading these packets upon our return to school.
 
I will be available via email (kkelly@amspeoriaadvanced.org) and class dojo next week to answer any questions, and I will do my best to respond in a timely manner. Please be patient during this time as well all navigate this new online world.
 
Please let your child(ren) know that I MISS THEM and CAN'T WAIT TO SEE THEM HEALTHY upon our return to school. In the meantime, they can reach out to me with any questions and/or concerns.

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AT-HOME LEARNING ELA PACKET ANSWER KEY (March 23rd- 27th):
Students should use the attached answer key to self-correct their at-home learning packet from this week. If your scholar has been sending me their answers throughout the week, I have already corrected their work. All others will need to comment on my dojo post in order to receive their participation grade this week.

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Study critical vocabulary AND comprehension notes on "After the Hurricane" and "Watcher" for your poetry exam on Friday. 

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Complete "Moby Duck" short response using close read notes from Monday. 
 
"At the beginning of this review, the author says that "readers of this book will never again smile at little bath toys." Do you agree or disagree with this statement, now that you know about the life of the floatees? Support your answer by citing textual evidence." 

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Students will be missing out on classroom time Friday as we will be attending the Chant Off Pep Rally in the gymnasium from 12:10-12:55pm. So, I will be giving them their test to take home over the weekend to complete using their notes in their reading journals.
 
Complete the “Mammoth Shakes and Monster Waves, Destruction in 12 Countries” comprehension test. Students will need to complete the 10 multiple choice questions as well as the two short response questions. The short response questions are worth 10 points each- please remind students to include the following in each of their responses:
1. Restate the Questions (2)
2. Cite Evidence from the Text (2)
3. Elaborate (2)
4. Correct MUG (Mechanics, Usage, Grammar) (2)
5. Neatest and Best Handwriting (2)

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Study your notes from this week for your comprehension test on Friday: "Mammoth Shakes and Monster Waves, Destruction in 12 Countries."
 
Students should have the following notes in their reading journals:
Critical Vocabulary 
Comprehension Notes
Short Response Sentence Stems
Collaborative Discussion Notes
 

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Complete the critical vocabulary practice from the informational text "Mammoth Shakes and Monster Waves, Destruction in 12 Countries" that we read in class on Wednesday. Worksheet is attached. 

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Use each of your academic vocabulary words in an original sentence. Words are listed below; definitions should be in your reading journal from our notes on Tuesday. 
1. Circumstance
2. Constraint
3. Impact
4. Injure
5. Significant 
 

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Students will be working on the vocabulary section of their Collection 4 Exam in class on Thursday. They will be asked to complete additional vocabulary practice for homework on the following words: brunt, gaudy, and nostalgia. Students will be asked to copy the dictionary definition, use it in an original sentence, and find a synonym and antonym.The worksheet is attached should students need to reprint from home.  

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Students started their FREEDOM poem in class on Thursday using the attached PPT as a guide under teacher instruction. If they did not finish in class, they will be asked to complete for homework and return Friday. 

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Students completed a Venn Diagram comparing two poems on Tuesday in class. They completed comprehension notes on those same two poems Wednesday in class. They will need to study both resources to prepare for their test on Thursday: "A Voice" and "Words Like Freedom." 

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Students practiced identifying figurative language and analyzing tone in poetry on Tuesday. They were given Robert Frost's "Last Word of a Blue Bird" for additional practice at home. Students should read the poem and answer multiple choice questions 1-6 on the reverse side for homework and return Wednesday with it completed. Thank you! 

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"Sailing with a Desert Queen" Close Read is due Friday! Students will be given the reading packet on Monday with the expectation that they complete three questions every night M-TH for homework so that the entire packet has been completed by Friday when they enter class. However, students may submit their reading packet prior to Friday if they finish early!

If lost, please print the attached PDF at home.

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"Papercrafts" Close Read is due Friday! Students will be given the reading packet on Monday with the expectation that they complete three questions every night M-TH for homework so that the entire packet has been completed by Friday when they enter class. However, students may submit their reading packet prior to Friday if they finish early! 
 
If lost, please print the attached PDF at home. 

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This week, we are taking a break from our Collections textbook to work on makeup study island lessons AND we will be starting our REWARDS reading program. Students will be following the schedule outlined below, but all lessons must be completed by Friday, January 31st. I will upload one lesson at a time. If they do not finish in class, they will need to finish for homework. Thank you!

Monday- Affixes and Roots
Tuesday- Multiple Meanings
Wednesday- Word Relationships
Thursday- Precise & Sensory Language
Friday- Central Idea

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This week, we are taking a break from our Collections textbook to work on makeup study island lessons. Students will be following the schedule outlined below, but all lessons must be completed by Friday, January 24th. I will upload two lessons at a time. We will complete one practice lesson together as a whole group activity and then students will complete a second practice lesson silently and independently. If they do not finish in class, they will need to finish for homework. Thank you!

Monday- MLK DAY, NO SCHOOL.
Tuesday- Compare & Contrast Informational (Group), Compare & Contrast Literature (Independent)
Wednesday- POV Informational (Group), POV Literature (Independent)
Thursday- Summarize Informational Text (Group), Summarize Literature (Independent)
Friday- Spelling (Independent)

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Students read the editorial "Wild Animals Aren't Pets" by USA TODAY and the commentary "Let People Own Exotic Animals" by Zuzana Kukol Thursday in class. They will need to discuss whether the editorial or the commentary most closely matches their point of view with a family member. Then, should write a brief summary of which reading they agreed with pointing out specific passages or ideas within the text. 

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Students copied their academic vocabulary words in to their reading journals on Monday, their critical vocabulary words on Tuesday, and they took notes on their study guide on "My Wonder Horse" on Wednesday. They should study all materials throughout the week to ensure they are prepared for their comprehension and vocabulary test on Thursday. 

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Students should complete the crossword puzzle that accompanied our reading today, "A Man Down." They will need to find the list of words relating to the accident and the rescue from the story. Students can circle or highlight the words. 

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Students should complete short response #26 in their Collection 5 Exam within Part 2. They will need to restate the question and provide textual evidence from the passage to support their answer.

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Students should complete short response #25 in their Collection 5 Exam within Part 1. They will need to restate the question and provide textual evidence from the passage to support their answer. 

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WINTER BREAK HOMEWORK:
Students will need to complete two AzM2 close reads over winter break- one informational "Camper's Online Application" and one literature "Anne of Avonlea." Students will need to read each passage TWICE to two different family member's and acquire two signatures on their packet. They will then be responsible for completing the multiple choice questions and short response at the end of each passage. 
 
Students will be given both passages in a stapled packet prior to Winter Break with a due date of January 6th, 2019. 
 
I've attached the passages below, but they do not include the adult signature page nor the short response page. 

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Students should read their close read practice story, "Circus Time in Pioneer," and then answer the multiple choice questions that follow.
 
Students should also study their news report chart that they used to record the 5W's and H from the story "On Doomed Flight, Passengers Vowed to Perish Fighting," as well as the source chart that they used to record witness responses from the video "Memorial is Unveiled for Heroes of Flight 93." They will take a comprehension test on Wednesday, December 18th, comparing the two different sources covering the same news event- 9/11. 

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Students should read their close read practice story, "Fast in the Ice," and then answer the multiple choice questions that follow. 

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Students should study their summaries of each stanza we read today from "Paul Revere's Ride." They should also study the notes in their reading journal that we took on poetry. We will be taking a comprehension test on Monday, December 16th, when they return from the weekend. 

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Complete "Building Confidence" AzM2 Close Read Practice. Students should read the passage and answer multiple choice questions that follow. 

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Study academic vocabulary terms from Collection 5 and critical vocabulary terms from the story "The First Day of School." Comprehension test tomorrow, Tuesday, December 10th. 
 
Students can also study their notes from class today as we reviewed the test entirely via a whiteboard review game and I encouraged students to take notes on the questions that gave them a tough time. We also wrote responses to the short answer questions that they will see on their test tomorrow. 

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Students will be given the AzM2 close reader Thursday in class and will be asked to read the excerpt from "Men of Iron" and "Peter Pan," and answer the questions that follow. Teacher will review with students when they return on Friday.

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Students will need to complete the writing activity that accompanied today's reading of "The First Day of School." They received a half sheet of instructions and stapled it to a blank piece of lined paper prior to leaving today. The instructions are attached should they need to review them again. Students will need to submit their one page informative essay on Thursday, December 5th for a grade. 

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Students will be given the AzM2 close reader Tuesday in class and will be asked to read the excerpt from "Little Women" and answer the questions that follow. Teacher will review with students when they return on Wednesday. 

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Students completed a Venn Diagram to compare and contrast the memoir to the biography we read this week. They should use this graphic organizer to study for their comprehension test on Friday. They can review their academic and critical vocabulary from their notes as well. 
 
Teacher reviewed the entire test with students on Thursday and encouraged students to take additional notes on the reverse side of their Venn Diagram should they feel they need extra study materials. 

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Study critical vocabulary for quiz on Thursday! Students read the memoir, "It Worked for Me: In Life and Leadership," and the biography, "Colin Powell: Military Leader," Tuesday and Wednesday this week. They copied the vocabulary terms and definitions in to their reading journals. 
 
Claustrophobic- feels uncomfortably closed or crowded
Precarious- done in a dangerously unstable or insecure way
Prestigious- a greater level of people's respect or honor than others like it 
Priority- the thing that is most important to a person in a particular situation or relationship
Allure- a power of attraction, an ability to interest or entice others
Perseverance- to stay focused on a plan, a belief, or a purpose

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Study academic vocabulary words for Quiz on Thursday! Students should have the words and definitions written in their reading notebooks. 
 
Achieve- to perform or carry out with success; accomplish
Individual- a single human being apart from a society or community
Instance- an example that is cited to prove or disprove a claim or illustrate a point
Outcome- a natural result or consequence
Principle- a rule or standard, especially of good behavior 

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Students should study vocabulary terms and their cause-and-effect chart on the latest informational text, "Mammoth Shakes and Monster Waves," we read in class as they have a comprehension test on the material on Monday, November 4th in Literature. 

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Students have been working on the Collection 2 comprehensive exam this week in class with teacher support and guidance. I am asking that they complete the Vocabulary section on their own for homework Wednesday, October 30th and bring to class with them on Thursday, October 31st ready to grade. They will need to complete #27-32. I have attached the test should they lose it during the transition home. 

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Students read an article entitled "Bats!" in a scientific journal on Monday, October 28th. They completed close read notes in class and reviewed an additional bat fact sheet. They will need to study both for a quiz on Tuesday, October 29th! Their close read notes will be sent home with them, along with the actual article to review as needed. The fact sheet and the actual quiz that they will be taking are attached. 

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Students will complete the Synonym and Antonym worksheet attached for homework Thursday night with a due date the very next day, Friday, October 25th. Students will read each row and circle the two words that are synonyms. They will do the same thing in the antonym section. 
 
A synonym is a word that has nearly the same meaning as another word (kind/nice). 
An antonym is a word that has the opposite meaning of another word (kind/mean). 
 
Students will be creating a list of their own synonyms and antonyms on the reverse side of this worksheet on Friday so it is imperative that they return it completed for full credit. 

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Students should complete box #4 on their Word Choice & Imagery worksheet. The first box has been done for them and we worked on the next two boxes in class together. 
 
Directions: Use the figurative language techniques of word choice and imagery to write about a noun. Students can choose any noun they'd like to use. We will share on Wednesday and try to guess what they are describing based on their writing. 

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Point of View Close Read C if they did not finish in class.
 
Students must read closely for evidence of point of view. Is it first person, third person limited, or third person omniscient? Write clues in the box beneath the story on your worksheet and complete the "I know this because..." box next. 

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PARENT- STUDENT HOMEWORK
1. Please subscribe to my teacher webpage for BOTH Literature and Composition in your student's section. Due Monday. Worth 10 points. 
2. Please join class dojo. You should look for your students HOMEROOM teacher and their section. All of your child's co-teachers will be added to the class so every teacher your child sees throughout the day will have the opportunity to award points and message parents as needed. Your child is being sent home today with the code you need to subscribe once you download the ClassDojo app. 
 
PLEASE SEE THE ATTACHMENT FOR FURTHER INSTRUCTIONS. A paper copy will be sent home with your child today. Thank you! 

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Students have been working on the Informative Essay outline attached using the list of phobias I've provided. We have gone over the outline extensively all last week in class. They have had the opportunity to peer edit and make revisions. They now need to transfer that outline to lined paper as their final draft. I suggest having them read it to a family member to see if any last minute revisions need to be made. They will be presenting their essay in class W-F. They will also need to come prepared with a visual display. 

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Complete Part 2 of the Collection 1 Exam at home: Revising and Editing. Will distribute to students Thursday with the expectation that it will be returned Friday completed and ready to grade. 

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Study critical vocabulary from Collections 1 and academic vocabulary from "Fears and Phobias" for your quiz on Friday! Both sets of vocabulary words should be in your reading journal. 

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Finish summary of "Fears and Phobias" if you did not have time to finish in class. 
 
A summary is a brief retelling of a text in your own words. You should cover only the main ideas and most important details. Your summary should be one-third the length of the original text. Remember to: introduce the summary by writing a topic sentence that explains the main purpose of the article, tell what fear is tell what a phobia is, tell how they are different (cite evidence from the text based on your recall), and conclude your summary by telling why the article is important.