6B Composition Assignments
- Instructors
- Term
- 2019-2020
- Department
- Schools - Peoria // Main
- Description
-
We will be utilizing the Write Source SkillsBook from Houghton Mifflin Harcourt for our main composition curriculum this year. It provides students with opportunities to practice editing and proofreading skills throughout the writing process. Students will focus on MUG when writing- mechanics, usage, and grammar. The sixth grade SkillsBook will include: proofreading activities (marking punctuation, editing for mechanics, improving spelling, and using the right word), sentence activities (sentence basics, sentence problems, sentence variety), and part of speech activities (nouns, pronouns, verbs, adjectives, adverbs, prepositions, interjections, and conjunctions).Students will take a pretest at the beginning of the year, two quarterly progress tests, and one post test and the end of the year. The pretest is designed to determine students' level of writing experience and knowledge. It is used as the baseline for measuring students' progress from beginning of the year to the end. The progress tests help monitor students' progress and allow teachers to refine teaching plans based on individual learners. The post test will determine how much progress students have made. Each assessment has three parts. Part 1: Basic Elements of Writing and Part 2: Proofreading and Editing comprise a total of 30 multiple choice questions. Part 3: Writing provides a writing prompt in which students respond with a short essay.We will also be incorporating a spelling unit throughout the course of the school year which will expose our sixth graders to 300 new words.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
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 😊
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.
Due:
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.
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
Due:
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 😊
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.
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
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
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
Due:
Assignment
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.
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.
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.
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.
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.
Due:
Assignment
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.
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.
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.
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.
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.
Due:
Assignment
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.
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.
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.
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!
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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Assignment
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.
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.
- 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.
- 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?
- 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.
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.
- Interpret- Read lines 171-175 aloud. In your own words, tell what Gustus is saying to the wind.
- 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?
- 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.
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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Assignment
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
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.
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
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 ([email protected]) 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 ISLAND REMINDER:
All ELA study island lessons will be due Monday, March 23rd. The original due date was last Friday, February 28th, but I am giving students a three week extension to ensure we are exposed to as much practice as possible prior to the AzMerit test next month.
Students will have time in class to complete lessons over the next two weeks as well as the entire week of Spring Break (March 16-20) to work on the lessons at home. I have encouraged students to work on at least one lesson every night at home until all have been completed WITH AT LEAST 70% PROFICIENCY.
They will be bringing home their score sheets tomorrow so they know which lessons they need to be working on. I do take an "accountability grade" for study island. There are 40 independent lessons. I take a grade every 10 lessons completed with 70% or higher.
Please assist me in ensuring these lessons get done by their extended due date. Thank you!
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Answer the question on the Analyzing the Test: Hurricane Symbolism worksheet by restating the question, providing textual evidence, and personal elaboration.
"Consider a larger idea that the poem represents about coping with an unpredictable event. What broader life lessons does the poem address through the speaker and her friends?"
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Students have been learning about different poetic devices this week in Composition class. They took notes on literary devices as well as sound devices in preparation for their test on Friday. They also had the opportunity to work through a practice quiz with a partner and to test each other using flashcards in class.
I've attached the test that they will receive in class on Friday should they wish to practice at home. I've also included the link for the PPT which lists all of the terms from our notes this week below. Simply copy and paste it in to your web browser to view the PDF from home.
https://www.birdvilleschools.net/cms/lib2/TX01000797/Centricity/Domain/407/Literary%20Devices.pdf
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Students created flashcards of literary terms on Monday. They should study these terms Monday and Tuesday night for their quiz on Wednesday (Elements of Fiction). Terms are attached for review as well.
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Students received a study guide Tuesday this week in class titled "Argumentative Essay Terms to Know." They should study their terms every night for homework as they will be taking a quiz on Friday.
Argument- Making a claim and supporting it using logic.
Persuasion- Making a claim and supporting it using feelings and emotions.
Claim- The position that you are trying to get your readers to accept.
Evidence- Facts that support your claim.
Bridge- Statement that explains how the evidence supports and connects to the claim.
Counterargument- Challenging the argument by addressing the position of someone who may not agree with the argument.
Refutation- Demonstrating why the counterargument is wrong.
Audience- Those affected by or reading the topic.
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Finish your expository writing rough draft for your New Year's Resolution paper.
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Explain the main idea of your New Year's Resolution paper to your parents and complete the expository essay graphic organizer using your mind map to help you.
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Create a timeline outlining the events you put in your narrative essay on tomorrow's midterm. Include at least 8-10 descriptive events on your time. You will be allowed to reference this outline during the test to help you write.
Midterm Prompt: Eleanor Roosevelt once said, "You must do the thing you think you cannot do." Write a one page, three paragraph narrative about a time you did something you thought you could not do. Be sure to include specific details so that a reader can visualize the story in their mind. You will be given a copy of the Vivid Word Choice handout attached and asked to include five adjectives from the list within your writing. Your narrative will be graded based on the rubric provided and the six traits of writing.
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Students received a sea animal cutout today in class and were asked to fill up the back of it with words/phrases that describe their creature. They focused on descriptive words that appealed to the five senses. They are being tasked with writing an 8-line poem about their sea creature using their descriptive words/phrases to create imagery. When I read their poem, it should paint an exact picture of their animal in my mind. Poems are due Wednesday, January 11th upon arrival to class.
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Study glossary of Figurative Language terms for quiz on Friday. Students were given a copy of the glossary Monday in class and will be playing a review game on Thursday prior to taking the quiz. If they happen to misplace the glossary, I encourage students to retake the "Figurative Language" lesson on Study Island and then review the glossary terms within the flashcard option.
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Students will spend Thursday putting events in order from their chosen topic to complete the prewriting process for their personal narrative. They should have a list started in their writing journals. If not, they will need to write their surprise story idea at the top of their paper and then list the main details of their story in the order in which they happened, from beginning to end.
Students will choose one event and write a dialogue between two people that would have occurred at that moment in their narrative. This will be due Friday.
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Students should answer the 5 W's we discussed in class today using the topic they chose to write about from their cluster map and sequence chart earlier this week.
"Now that you have a story idea, you must decide if it will make a good personal narrative. Your narrative should tell about an experience you had at a specific time and place. You can use the 5 W's to find out if your story idea has all of these details:
1. WHO are the people in my story?
2. WHAT main experience will I write about?
3. WHEN and WHERE did the experience take place?
4. WHY did the experience change me?
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Cluster map and sequence chart due for surprise topic.
Cluster Map: In the middle of your paper, write the word "surprises" and circle it. Then create a cluster of four or fie of your own surprising experiences. Choose one of these experience to write about by placing a star next to it.
Sequence Chart: Make a chart with three columns and label them "what happened first," what I expected to happen next," and "what surprise actually happened." Then, fill in the chart with your own personal account of the surprise you have chosen to write about.
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Students have been working on the attached Informative Writing Packet for two weeks. They should have lessons #1-13 completed by Monday, November 4th when they enter the classroom. We will be working on typing them Monday, adding a picture and works cited page on Tuesday, and then peer revisions on Wednesday. We will present on Thursday and Friday.
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Quiz on Transitions. Students took notes on the different types of transition words listed in the attached PPT. They will take the same exact quiz listed below on Friday should they wish to take a practice one at home.
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Students need to finish their final draft of their AzMerit Mimic Writing Prompt #1. We read the attached writing prompt together, took notes in our writing notebooks, and completed the introduction and conclusion as a class. Students need to finish the three body paragraphs about three different threats to whales. Due Monday, October 14th, upon entrance in to class. This must be done for weekend homework as I am taking a grade for it Monday. Any essays turned in after Monday will include a 10% off for every day it is late.
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Students need to finish revising the example essay #2 titled "Amazing Whales" on slide 9 of the attached PowerPoint. They were given a full size copy to correct in class and make revisions based on task, audience, and purpose using the rubric. Due Friday, October 11th, upon arrival to class.
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Students need to finish revising the example essay #1 titled "Whales in Danger" on slide 11 of the attached PowerPoint. They were given a full size copy to correct in class and make revisions based on task, audience, and purpose using the rubric. Due Wednesday, October 9th, upon arrival to class.
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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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Use academic vocabulary words in a sentence. Due Tuesday! Use your reading notes!
Benefit- something that provides help or improves something else.
Distinct- easy to tell apart from others; not alike.
Environment- surroundings; the conditions that surround someone or something.
Illustrate- to show, or clarify, by examples or comparing.
Respond- to make a reply; answer.
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TIDE outline needs to be rewritten as a paragraph for Monday if they have not finished in class.
Students will watch a video of a wasp and tarantula fighting and then record evidence on to a graphic organizer. T should be the topic introduction, I should be important evidence, D is detailed examination, and E is ending. Should they wish to review the video again at home, they can find it at http://www.bbc.com/earth/story/20150109-the-wasp-that-scares-tarantulas. The TIDE outline is attached if needed as well.
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Do you think animals should be kept in zoos?
On a piece of lined paper, write 1 sentence stating "yes" or "no" and 2 sentences explaining your opinion. 3 sentences total.
This will be a Segway in to our content for Friday.
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Complete 'Punctuating Dialogue 2' practice worksheet at home. Do NOT need to complete the Next Step writing activity.
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Colon and Semicolon take-home test will be assigned today with the expectation that it is returned tomorrow completed and ready to grade. Students will need to rewrite sentences 1-9 using a semicolon to join the two independent clauses. MUG (mechanics, usage, grammar) and spelling with count!
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Study for Spelling test on Friday!
Word List Below:
accept
accidentally
acquire
ambulance
ancient
appearance
appointment
arithmetic
audience
autumn
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Finish 'Super Spelling' worksheet if you did not finish in class. Use the 10 spelling words from our Spelling #1 list in your writing notebook. (accept- accidentally- acquire- ambulance- ancient- appearance- appointment- arithmetic- audience- autumn)
Fill in the first column of the chart with your spelling words. Fill in a new word that has the same beginning letter in the second column. Fill in a word that has the same ending letter in the third column. EXAMPLE: accept- answer- road
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Finish newspaper summary if you didn't finish in class. Write your headline at the top of your paper, then summarize the story in your own words. Be sure to include a topic sentence, body (state the main idea and at least three supporting details), and concluding statement. You must use at least one direct quote from the article. Add quotation marks, commas, and end punctuation as needed.
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Bring in an old newspaper if you have one! We will be examining them together within our small groups during composition class on Thursday. Thank you!
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Finish NEXT STEP WRITING in 'Punctuating Dialogue 2' if you didn't finish in class. Write a conversation between you and a friend about what you are looking forward to doing this weekend. You should have at least six lines of dialogue. Add quotation marks, commas, and end punctuation as needed.
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Finish part III and part IV of supplemental practice if you did not finish in class. Your worksheet titled "Commas, Semicolons, and Colons Practice" should be in your writing folder on the homework side.