Copy of Dragon, Dragon by John Gardner: https://hannulasclass.pbworks.com/w/file/fetch/66037936/dragon,dragontext.pdf
Skills Practice Readings
Skills Practice #4
Skills Practice # 5
Skills Practice #6
Sharing your Consumer Guide with Ms. Jacobs
Core 1: Click Here!
Core 2: Click Here!
Core 3: Click Here!
If you finish your Consumer Guide early, click here for the Extension Link: https://docs.google.com/document/d/1JfPuILgeCVXP--8H8hkyWKiObwHhL2X2EIylC7wjosQ/edit?usp=sharing
Quarter 4
Week 6: May 14-May 18
This week we are focusing on Non-Fiction
Monday: Students completed the Non-fiction Skills Practice for Monday. Students were given the Article of the Week, this is homework and due on Friday. We practiced identifying Main Idea with "Main Idea with Robots", we did questions 1-3 together. Students will complete questions 4-6 tonight for homework. Students were given their topic for the Foldable project. Students read the article and annotated.
Tuesday: Students completed the Non-Fiction Skills Practice for Tuesday. We went over the planning guide for the Foldable and the expectations of what is to be included in the foldable. Students had the rest of class to work.
Wednesday: No School
Thursday: Students completed the Non-Fiction Skills Practice for Wednesday and Thursday. Students had the entire class period to work on their Foldable.
Friday: Students completed the Friday section of the Non-Fiction Skills Practice, this was turned in. Students also turned in their Article of the Week. Today students took a quiz on their foldable topic. They had time after their quiz to complete their foldable. Foldables were due at the end of class.
Week 5: May 7-May 11
This week we are focusing on Fiction!
Monday: Students read for 10 minutes and completed the daily journal entry. Students completed the Monday box of the Fiction Skills Practice. The Story of the Week assignment was given out and is due on Friday. We read the story Dragon, Dragon together as a class.
Tuesday: Students read for 10 minutes and completed the daily journal entry. Students completed the Tuesday box of the Fiction Skills Practice. Students answered questions about the text, Dragon, Dragon. Students were given the Dragon One Pager assignment and used the rest of class to work on it. This is due on Thursday.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Students completed the Wednesday box of the Fiction Skills practice. We read the story Lob's Girl. Students answered questions about the text.
Thursday: Students read for 10 minutes and completed the daily journal entry. Students completed the Thursday box of the Fiction Skills Practice. The One Pager for Dragon, Dragon was due today. We went over the questions for Lob's Girl. Today we focused on the sub-genre of Science Fiction. We read a fiction story called 'Follow the Water' and a non-fiction article called "What would it take to live here". Both of the text focus on living on Mars.
Friday: Students read for 10 minutes and completed the daily journal entry. Students completed the Friday box of the Fiction Skills Practice, this was turned in. Students turned in their Story of the Week. Students answered questions about the fiction and non-fiction reading we did yesterday. Students read a non-fiction science article and wrote their own science fiction story using real science facts.
Week 4: April 30 - May 4
This week we are focusing on Poetry!
MondayStudens read for 10 minutes and completed the daily journal entry. Students completed the Monday box of the Poetry Skills Practice. The Poem of the Week assignment was given out and is due on Friday. We read two poems on Roaches today.
Tuesday: Students read for 10 minutes and completed the daily journal entry. Students completed the Tuesday box of the Poetry Skills Practice. We continued to work on our Roach Poetry.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Students completed the Wednesday box of the Poetry Skills Practice. We worked on a activity called Backwards Poetry and read the poem The Abandoned Farmhouse.
Thursday: Students read for 10 minutes and completed the daily journal entry. Students completed the Thursday box of the Poetry Skills Practice. Today we learned about Edgar Allan Poe and read his poem Annabel Lee.
Friday: Students read for 10 minutes and completed the daily journal entry. Students turned in the Poem of the Week assignment. Students completed the Friday box of the Poetry Skills Practice. This was turned in. Students read the poem The Walrus and the Carpenter by Lewis Carroll and answered questions.
Week 9 (part2): 3/26-3/29
*Ms. Jacobs has taken over core 1 and 2, Ms. Hnatt is teaching core 3
Monday: Students read for 10 minutes and completed the daily journal entry. Students were given Skills Practice # 4 and completed the questions for Monday. Students completed a gallery walk and viewed PSAs created by their classmates. Students worked on a web quest using the following website: http://www.seafoodwatch.org/businesses-and-organizations/tools
Tuesday: Students read for 10 minutes and completed the daily journal entry. Students completed the questions for Tuesday for Skills Practice #4. We talked about what a consumer guide is and the end of unit project was introduced. Today we began our research for our own consumer guides. (Mod 3, Unit 3, Lessons 1 and 2)
Video from class: https://www.youtube.com/watch?v=F6nwZUkBeas
Make Up Work:
Skills Practice # 1 powerpoint of passages
Skills Practice # 2 powerpoint of passages
Wednesday
Thursday: Media Center
Friday: No school! Enjoy your spring break!
Week 9: 3/19-3/23 *Ms. Jacobs has taken over core 1, Ms. Hnatt is teaching Cores 2 and 3.
Monday: Students read for 10 minutes. Mrs. Block came and spoke about 7th grade registration. We did the Monday box of Skills Practice # 3 (this will be turned in on Friday). Students worked in stations to focus on Carl Hiaasen's perspective (Mod 3, Unit 2, Lesson 9). Homework is to read chapters 15 and 16, the end of unit assessment is tomorrow and to bring device/headphones to class on Thursday.
Tuesday: Students read for 10 minutes and completed the daily journal entry. Students completed the Tuesday box of the Skills Practice # 3. Today students took the end of Unit assessment for Unit 2 of Module 3. Homework for tonight is to read chapters 17 and 18 and to bring device/headphones on Thursday.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Students completed the Wednesday box of the Skills Practice #3. Today students worked on a TIC-TAC-TOE choice activity focused on the book Flush. Homework is to read chapters 19 and 20 and to bring device and headphones tomorrow.
Thursday: Students read for 10 minutes and completed the daily journal entry. Students completed the Thursday box of the Skills Practice #3. Today students chose one of 4 topics to read research on. They took notes on their research, this research will be used tomorrow.
Bee Depletion Resources
Tigers and Palm Oil Resources
Deforestation Resources
Oil Spill Resources
Friday. Students read for 10 minutes and completed the daily journal entry. Students completed the Friday box of the Skills Practice #3, this was turned in. Students used their research yesterday to create a PSA about their topic, convincing their audience that this issue is important. The PSA will be due on Monday for those who did not finish in class.
Week 8: 3/12-3/16
Monday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 4 (Mod 3, Unit 2). We are continuing to look at gist, character's perspective, and figurative language in Flush. We played Jeopardy to review for our Mid-Unit Assessment tomorrow.
Tuesday: Students read for 10 minutes and completed the daily journal entry. Class shortened due to 3-hour delay. Today we went to the Book Fair. We also reviewed material for our Mid-Unit Assessment, which has been postponed to tomorrow.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 5 (Mod 3, Unit 2). Students took their Mid-Unit Assessment, which focused on plot development, character's perspective, and figurative language.
Thursday: Students read for 10 minutes and completed the daily journal entry. Today we completed Lessons 7 & 8 (Mod 3, Unit 2). We began to look at Carl Hiaasen's perspective of his home state of Florida. Students completed a Goose Chase digital scavenger hunt to discover and analyze Hiaasen's perspective of the state.
Friday: Students read for 10 minutes and completed the daily journal entry. Today we completed Lesson 6 (Mod 3, Unit 2). We are continuing to examine Carl Hiaasen's perspective of his home state of Florida. Students read an interview of Hiaasen and posted their ideas about his perspective to Flipgrid.
Week 7: 3/5-3/9
Monday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 9 & 10 (Mod 3, Unit 1.) We are continuing to look at gist and author's perspective as we read World without Fish. We will take our end of unit assessment tomorrow!
Tuesday: Today we completed Less 11 (Mod 3, Unit 1). Students took their End of Unit 1 Assessment. Tomorrow we will start Unit 2! Students will need a device for class tomorrow.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 1 (Mod 3, Unit 2). Students were introduced to their major text for this unit, Flush by Carl Hiaasen. We completed a digital scavenger hunt as we began looking at our new novel!
Thursday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 2 (Mod 3, Unit 2). Students reviewed Plot Notes from Quarter 1 and played a game of Kahoot based on those notes. We then continued looking at Flush by writing gist statements, answering text-dependent questions, and analyzing Noah's perspective of different events.
Friday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 3 (Mod 3, Unit 2). We learned about new types of figurative language. We then completed a stations activity during which students looked at figurative language, tone, and character's perspective in Flush.
Week 6: 2/26-3/2
Monday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 6 (Mod 3, Unit 1). The students took their Mid-Unit Assessments using their World without Fish books. Students were introduced to our Article of the Week Assignment that will be due on Friday.
Tuesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Lessons 7 & 8 (Mod 3, Unit 1.) The students learned about author's point of view and perspective. The students then finished their figurative language posters.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Today we watched a video called The Lion Whisperer and discussed different ways that humans and animals can interact. Students were split up into groups and given a set of documents from The People for the Ethical Treatment of Animals (PETA). Students read articles and used World without Fish to research different positive and negative interactions humans can have with animals. Tomorrow students will continue their group work.
Thursday: Students read for 10 minutes and completed the daily journal entry. Today we continued our group work from yesterday. Students are continuing to look at human-animal interactions using World without Fish and news articles. Students also examined author's perspective using the articles. Tomorrow students will finish their group tasks.
Friday: Class shortened due to Early Release. Today we finished our human-animal interactions activity. Students put together all information that they gathered into one complete report.
Friday Team Time: https://goformative.com/join/f/HxegRTyHY8Md4HMAm
Week 5: 2/19-2/23
Monday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 1 (Mod 3, Unit 1). The students were introduced to the importance of ocean conservation and were given copies of this Module's anchor text, World without Fish. Students worked in groups to practice writing gist statements and answering text-dependent questions on Google Form.
CORE I - Class Google Form CORE II - Class Google Form CORE III - Class Google Form
Tuesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 2 (Mod 3, Unit 1). We are continuing to read the Introduction of World without Fish. The students practiced writing gist statements and answering text-dependent questions.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 3 (Mod 3, Unit 1). We are continuing to read the Introduction of World without Fish. The students worked in groups to practice writing gist statements and answering text-dependent questions on Google Docs.
CORE I - Class Google Doc CORE II - Class Google Doc CORE III - Class Google Doc
Thursday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 4 (Mod 3, Unit 1). We are reading Chapter 1 of World without Fish for gist. The students worked in groups to practice writing gist statements and using their reading comprehension skills. Students went to the Media Center for the last few minutes of class to talk about cyberbullying.
Friday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 5 (Mod 3, Unit 1). We are reading Chapter 2 of World without Fish and practicing for our Mid-Unit Assessment on Monday. The students completed a practice assessment. We then used PearDeck to read and analyze Chapter 2 of World without Fish. Students should be prepared to take their Mid-Unit Assessments on Monday of next week!
Week 4: 2/12-2/16
Monday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 7 (Mod 2, Unit 3). We are writing our own narratives of adversity, choosing between a concrete poem or monologue format. Students will need to bring a complete rough draft of the body of their narratives tomorrow.
Tuesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 8 (Mod 2, Unit 3). We are continuing to write our narratives of adversity. Today the students added an introduction and conclusion to their narrative drafts. Students will need to bring their completed rough drafts of their narratives tomorrow for peer editing.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 9 (Mod 2, Unit 3). We peer-edited our narratives of adversity. We also discussed some "Rules of the Theater" for students to keep in mind as they perform their narratives. Students will perform their narratives on Thursday and Friday.
Thursday: Students read for 10 minutes and completed the daily journal entry. Today we completed the first half of Less 10 (Mod 2, Unit 3). Half of the class presented their narratives of adversity. Students also took guided notes on different kinds of figurative language, and they are preparing to make Figurative Language Posters for the classroom. Students will finish presenting their narratives tomorrow.
Friday: Students read for 10 minutes and completed the daily journal entry. Today we completed the second half of Less 10 (Mod 2, Unit 3). The remaining half of the class presented their narratives of adversity. Students reviewed figurative language using Kahoot, and they began working on their Figurative Language Posters for the classroom. Students have now completed all of Module 2! We will begin Lesson 1 of Unit 1 in Module 3 on Monday.
Week 3: 2/5-2/9
Monday: Students read for 10 minutes and completed the daily journal entry. Today we completed Less 2 (Mod 2, Unit 3). We are analyzing concrete poems, focusing on modern themes of adversity. Students will need their device tomorrow.
Tuesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Lesson 3 (Mod 2, Unit 3). We used Goformative, as apart of our lesson on analyzing concrete poems and monoloogues.
https://docs.google.com/document/d/1JHyDTy5pfllIvnqHkdcWSHqMkJcfBkHIfVhKRBbwcXw/edit?usp=sharing
Wednesday: Students read for 10 minutes and completed the daily journal entry. Today students took the Mid-Unit Assessment for Unit 3 of Module 2 (lesson 4 of Unit 3 of Module 2). Students will need their electronic device for class tomorrow.
Thursday: Information Meeting about Greece tonight at 6:30pm in Ms. Jacobs' room. Today we completed Lesson 5 (Mod 2, Unit 3). Students used Peardeck for the lesson. We looked at our upcoming writing assignment.
Friday: Early Release. https://docs.google.com/document/d/1AtJ1ILebaemW0iu3xLZVWRgN12p8uLBinhMmNtRxssw/edit?usp=sharing
Week 2: 1/29-2/2
Monday: Students read for 10 minutes and completed the daily journal entry. Today students typed the final copy of their essay 'Are We Medieval'. The final copy is due tomorrow at the beginning of class. Tomorrow students will need to bring their device. (Lesson 16, Mod 2. Unit 2)
Tuesday: Classes shortened due to 2-hour delay. We listened to the Children's book Llama, Llama. We then listened to the same story, but this time rapped by Ludacris. Students then chose their own art form (rap, drawing, writing) to show significant lines from GMSL. This is due tomorrow.
Wednesday: Students read for 10 minutes and completed their daily journal entry. We started class with an Art Showcase, students were able to view their classmates GMSL/Llama Llama art form.
Thursday: We completed Lesson 15 (Mod 2, Unit 2) of our EL Curriculum. We read two concrete poems about students going to school. We visited the library for circulation.
Friday: Students read for 10 minutes and completed the daily journal entry. Today we completed Lesson 1 (Mod 2, Unit 3). We completed concrete poems to different types of writing.
Week 9: Part 2/ Week 1 of Q3
Monday: Alternate schedule due to Science NCFE
Tuesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Lesson 9 (Mod 2, Unit 2) of our EL Curriculum.
Wednesday: Shortened Classes due to Team Drawing in the afternoon. Today we completed Lesson 10 (Mod 2, Unit 2) of our EL curriculum.
Thursday: First day of Quarter 3. Today we completed Lesson 11 (Mod 2, Unit 2) of our EL Curriculum.
Friday: Students read for 10 minutes and completed the daily journal entry. Today we completed Lesson 12 (Mod 2, Unit 2) of our EL curriculum.
Week 9: 1/16-1/19
Monday - No School, MLK Day
Tuesday: Students read for 10 minutes and completed the daily journal entry. Today students took the Mid-Unit Assessment (Lesson 8 of the EL curriculum for Mod 2 Unit 2).
Wednesday- Friday: Snow Days
Monday - No School, MLK Day
Tuesday: Students read for 10 minutes and completed the daily journal entry. Today students took the Mid-Unit Assessment (Lesson 8 of the EL curriculum for Mod 2 Unit 2).
Wednesday- Friday: Snow Days
Week 8 1/9-1/12
Monday - No School due to heating issues
Tuesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Day 4 of our EL Curriculum (Module 2 Unit 2). Students reread about Thomas, the doctor's son and shared the adversities they found with a partner. As a class we read the monologue of Taggot and focused on finding the gist and flow of the story.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Day 5 of our EL Curriculum (Module 2 Unit 2). On Quarter 2 page 5 of our spiral notebook, students made a connection between something they have experienced in real life, read about or watch in a movie to an adversity Mogg faced. Students answered questions about figurative language and comprehension questions about Taggot.
Thursday: Students read for 10 minutes and completed the daily journal entry. Today we completed Day 6 of our EL Curriculum (Module 2 Unit 2). Students drew a picture to represent an adversity they read about in Jack, the half wit. As a class we talked about dialogue and read together the dialogue of Jacob and Petronella on page 50 of GMSL. Students then worked in groups to complete a Jigsaw Activity. They worked on a chart focusing on the adversities faced by the character they were assigned to, as well as the figurative language found in the monologue.
Friday - Students read for 10 minutes and completed the daily journal entry. Today we completed Day 7 of our EL Curriculum (Module 2 Unit 2) Students completed a journal entry about Jacob and Petronella on Quarter 2 page 6 in the spiral notebook. Students continued to work in their Jigsaw groups to complete the adversity and figurative language charts. Individually, students looked at the charts on all characters. Students answered comprehension questions on their character and completed an exit ticket. The Mid-Unit Assessment will be on Tuesday.
Monday - No School due to heating issues
Tuesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Day 4 of our EL Curriculum (Module 2 Unit 2). Students reread about Thomas, the doctor's son and shared the adversities they found with a partner. As a class we read the monologue of Taggot and focused on finding the gist and flow of the story.
Wednesday: Students read for 10 minutes and completed the daily journal entry. Today we completed Day 5 of our EL Curriculum (Module 2 Unit 2). On Quarter 2 page 5 of our spiral notebook, students made a connection between something they have experienced in real life, read about or watch in a movie to an adversity Mogg faced. Students answered questions about figurative language and comprehension questions about Taggot.
Thursday: Students read for 10 minutes and completed the daily journal entry. Today we completed Day 6 of our EL Curriculum (Module 2 Unit 2). Students drew a picture to represent an adversity they read about in Jack, the half wit. As a class we talked about dialogue and read together the dialogue of Jacob and Petronella on page 50 of GMSL. Students then worked in groups to complete a Jigsaw Activity. They worked on a chart focusing on the adversities faced by the character they were assigned to, as well as the figurative language found in the monologue.
Friday - Students read for 10 minutes and completed the daily journal entry. Today we completed Day 7 of our EL Curriculum (Module 2 Unit 2) Students completed a journal entry about Jacob and Petronella on Quarter 2 page 6 in the spiral notebook. Students continued to work in their Jigsaw groups to complete the adversity and figurative language charts. Individually, students looked at the charts on all characters. Students answered comprehension questions on their character and completed an exit ticket. The Mid-Unit Assessment will be on Tuesday.
Week 3- 11/13-11/17
Monday- Students read for 10 minutes and completed the daily journal entry. We completed Lesson 5 of the EL curriculum. We looked at examples of how to add sensory language, action verbs and dialogue to our writing. Students had a chance to edit their own work to incorporate these things in.
Tuesday- Students read for 10 minutes and completed the daily journal entry. We completed Lesson 6 of the EL curriculum. Students peer edited their narratives.
Wednesday - Students began typing their narrative story.
Thursday - Day 2 of typing the narrative. Story is due tomorrow. Students will need to bring the copy of the Lightning Thief book to class to turn in.
Friday- Watched The Lightning Thief Movie, students began their comparison of the movie to the book.
Monday- Students read for 10 minutes and completed the daily journal entry. We completed Lesson 5 of the EL curriculum. We looked at examples of how to add sensory language, action verbs and dialogue to our writing. Students had a chance to edit their own work to incorporate these things in.
Tuesday- Students read for 10 minutes and completed the daily journal entry. We completed Lesson 6 of the EL curriculum. Students peer edited their narratives.
Wednesday - Students began typing their narrative story.
Thursday - Day 2 of typing the narrative. Story is due tomorrow. Students will need to bring the copy of the Lightning Thief book to class to turn in.
Friday- Watched The Lightning Thief Movie, students began their comparison of the movie to the book.
Week 2 - 11/6-11/9
Monday: Students read for 10 minutes and completed the daily journal entry. We started the final unit of our Module 1: Myths not that long ago. In this unit, students will write their own narrative story about a hero who goes on a journey. Students completed Lesson 1 of the EL curriculum. We read an example narrative and students began to brainstorm about their own main character.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 2 of our EL curriculum. Students mapped out their story to follow the Hero's Journey.
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 3 of our EL curriculum. Students completed the mid-unit assessment, which was to write a paragraph explaining how their story follows the hero's journey. Students then had time to start working on the beginning of their story for their rough draft.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 4 of our EL curriculum. Students had time in class to write their rough draft. Rough drafts need to be finished by Monday.
Friday: No School -Veteran's Day.
Monday: Students read for 10 minutes and completed the daily journal entry. We started the final unit of our Module 1: Myths not that long ago. In this unit, students will write their own narrative story about a hero who goes on a journey. Students completed Lesson 1 of the EL curriculum. We read an example narrative and students began to brainstorm about their own main character.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 2 of our EL curriculum. Students mapped out their story to follow the Hero's Journey.
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 3 of our EL curriculum. Students completed the mid-unit assessment, which was to write a paragraph explaining how their story follows the hero's journey. Students then had time to start working on the beginning of their story for their rough draft.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 4 of our EL curriculum. Students had time in class to write their rough draft. Rough drafts need to be finished by Monday.
Friday: No School -Veteran's Day.
Quarter 2: Week 1 - 10/30-11/3
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 17 of our EL curriculum.
Tuesday: Teacher workday, no school!
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 18 of our EL curriculum.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 19 of our EL curriculum. Students peer edited the rough drafts of the Unit Assessment. Tonight: students need to make revisions to their rough drafts based on the suggestions from their peers.
Friday. We are in the library today typing the final copy of our Unit 1 assessment (Lesson 20). If students do not finish typing. they will need to do so at home over the weekend. The final copy is due at the beginning of class on Monday.
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 17 of our EL curriculum.
Tuesday: Teacher workday, no school!
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 18 of our EL curriculum.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 19 of our EL curriculum. Students peer edited the rough drafts of the Unit Assessment. Tonight: students need to make revisions to their rough drafts based on the suggestions from their peers.
Friday. We are in the library today typing the final copy of our Unit 1 assessment (Lesson 20). If students do not finish typing. they will need to do so at home over the weekend. The final copy is due at the beginning of class on Monday.
Week 9: 10/23-10/27
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 12 of our EL Curriculum. Students turned in their mid-unit assessment.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 13 of our EL Curriculum.
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 14 of our EL Curriculum. The mid-unit assessment was passed back and students reflected on their writing.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 15 of our EL Curriculum. Students worked on a graphic organizer for the theme of Cronus. This will be used for the Unit assessment.
Friday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 16 of our EL Curriculum. Students worked on their theme graphic organizer for the Lightning Thief, this will be used on the Unit assessment.
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 12 of our EL Curriculum. Students turned in their mid-unit assessment.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 13 of our EL Curriculum.
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 14 of our EL Curriculum. The mid-unit assessment was passed back and students reflected on their writing.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 15 of our EL Curriculum. Students worked on a graphic organizer for the theme of Cronus. This will be used for the Unit assessment.
Friday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 16 of our EL Curriculum. Students worked on their theme graphic organizer for the Lightning Thief, this will be used on the Unit assessment.
Week 8: 10/16-10/20
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 7 of our EL curriculum.
Tuesday: Ms. J out for a training, with the sub students read the myth of Prometheus and completed a comic strip to display the most important events of the myth.
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 9 of our EL curriculum.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 10 of our EL curriculum.
Friday: Early Release! Students read for 10 minutes and completed the daily journal entry. We completed Lesson 11 of our EL curriculum.
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 7 of our EL curriculum.
Tuesday: Ms. J out for a training, with the sub students read the myth of Prometheus and completed a comic strip to display the most important events of the myth.
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 9 of our EL curriculum.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 10 of our EL curriculum.
Friday: Early Release! Students read for 10 minutes and completed the daily journal entry. We completed Lesson 11 of our EL curriculum.
Week 7: 10/9-10/13
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 2 of our EL curriculum.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 3 of our EL curriculum.
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 4 of our EL curriculum.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 5 of our EL curriculum.
Friday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 6 of our EL curriculum.
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 2 of our EL curriculum.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 3 of our EL curriculum.
Wednesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 4 of our EL curriculum.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 5 of our EL curriculum.
Friday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 6 of our EL curriculum.
Week 6: 10/2-10/6
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 10 of our EL curriculum.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 11 of our EL curriculum.
Wednesday: Students completed a practice for the Unit 1 Assessment.
Thursday: Students wrote their essay for the Unit 1 Assessment (Lesson 12).
Friday: Students read for 10 minutes and completed the daily journal entry. We started Unit 2 of our first Module. Today we completed Lesson 1.
Click here for the audio if the Lightning Thief
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 10 of our EL curriculum.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Lesson 11 of our EL curriculum.
Wednesday: Students completed a practice for the Unit 1 Assessment.
Thursday: Students wrote their essay for the Unit 1 Assessment (Lesson 12).
Friday: Students read for 10 minutes and completed the daily journal entry. We started Unit 2 of our first Module. Today we completed Lesson 1.
Click here for the audio if the Lightning Thief
Week 5: 9/25-9/29
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Day 5 of our EL curriculum.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Day 6 of our EL curriculum.
Wednesday: Students took the mid-unit assessment. This assessment was based on Chapter 4. When they completed the assessment, students worked on a word find and read.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Day 8 of our EL curriculum. Today the idea of the Hero's Journey was introduced and students brainstormed how Percy's experiences align with this model.
Friday
Monday: Students read for 10 minutes and completed the daily journal entry. We completed Day 5 of our EL curriculum.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Day 6 of our EL curriculum.
Wednesday: Students took the mid-unit assessment. This assessment was based on Chapter 4. When they completed the assessment, students worked on a word find and read.
Thursday: Students read for 10 minutes and completed the daily journal entry. We completed Day 8 of our EL curriculum. Today the idea of the Hero's Journey was introduced and students brainstormed how Percy's experiences align with this model.
Friday
Week 4: 9/18-9/22
Monday: Students read for 10 minutes and completed the daily journal entry. We started Day 1 of our EL curriculum today. Our unit will be focused on mythology and we read a myth together.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Day 2 of the EL curriculum. We dove deeper into the myth we read yesterday. Students received their book bags and we started our class novel, The Lighting Thief.
Click here for the audio if the Lightning Thief
Wednesday: We went to the library for book circulation. We completed Day 3 of the EL curriculum.
Thursday: No School
Friday: Students read for 10 minutes and completed the daily journal entry. Students took a 3 question comprehension quiz about the Ch. 2 in The Lightning Thief. We completed Day 4 of the EL curriculum.
Monday: Students read for 10 minutes and completed the daily journal entry. We started Day 1 of our EL curriculum today. Our unit will be focused on mythology and we read a myth together.
Tuesday: Students read for 10 minutes and completed the daily journal entry. We completed Day 2 of the EL curriculum. We dove deeper into the myth we read yesterday. Students received their book bags and we started our class novel, The Lighting Thief.
Click here for the audio if the Lightning Thief
Wednesday: We went to the library for book circulation. We completed Day 3 of the EL curriculum.
Thursday: No School
Friday: Students read for 10 minutes and completed the daily journal entry. Students took a 3 question comprehension quiz about the Ch. 2 in The Lightning Thief. We completed Day 4 of the EL curriculum.
Week 3: 9/11-9/15
Monday - Students read for 10 minutes and completed the daily journal entry. Student took notes about plot. We practiced identifying plot elements and completing a plot diagram by reading the story The True Story of the Three Little Pigs.
Tuesday- Students read for 10 minutes and completed the daily journal entry. We went over the answers to the plot pre-assessment and this was glued into students' notebooks. We talked about how this could be used to help students study for the quiz on Friday. We read the story "Love Story" by Taylor Swift. Students worked in partners to complete a plot diagram with the elements of the story. We went over the answers.
Wednesday - Students read for 10 minutes and completed the daily journal entry. Students took notes about Characterization and Point of View in their notebook on page 6. We read the story Licked. While reading, students practiced making predictions. Students answered questions about the story.
Thursday - Students read for 10 minutes and completed the daily journal entry. Students took guided notes about Memoir and Author's Purpose. Students practiced identifying author's purpose. Students brainstormed what they already know about Helen Keller. We watched a Brainpop Video about Helen Keller, students wrote down what they learned and the questions they still have after the video. Students read a memoir by Helen Keller called Water. Students started answering questions.
Friday - Students read for 10 minutes and completed the daily journal entry. Students worked on a warm up based on the memoir Water. Students took their quiz on Plot. After the quiz, students had time to finish their questions about Water. At the end of class students were shown a video from the 1930s of Helen Keller learning to talk.
Monday - Students read for 10 minutes and completed the daily journal entry. Student took notes about plot. We practiced identifying plot elements and completing a plot diagram by reading the story The True Story of the Three Little Pigs.
Tuesday- Students read for 10 minutes and completed the daily journal entry. We went over the answers to the plot pre-assessment and this was glued into students' notebooks. We talked about how this could be used to help students study for the quiz on Friday. We read the story "Love Story" by Taylor Swift. Students worked in partners to complete a plot diagram with the elements of the story. We went over the answers.
Wednesday - Students read for 10 minutes and completed the daily journal entry. Students took notes about Characterization and Point of View in their notebook on page 6. We read the story Licked. While reading, students practiced making predictions. Students answered questions about the story.
Thursday - Students read for 10 minutes and completed the daily journal entry. Students took guided notes about Memoir and Author's Purpose. Students practiced identifying author's purpose. Students brainstormed what they already know about Helen Keller. We watched a Brainpop Video about Helen Keller, students wrote down what they learned and the questions they still have after the video. Students read a memoir by Helen Keller called Water. Students started answering questions.
Friday - Students read for 10 minutes and completed the daily journal entry. Students worked on a warm up based on the memoir Water. Students took their quiz on Plot. After the quiz, students had time to finish their questions about Water. At the end of class students were shown a video from the 1930s of Helen Keller learning to talk.
Week 2: 9/5-9/8
Monday - No School
Tuesday - Students read for 10 minutes and completed the daily journal entry. Students started working on Identifying Genres handout # 2, whatever they did not finish became homework due tomorrow. Students worked in groups and wrote down their observations about a stack of books on their table. After talking about their observations, students assigned the stack of books to one of the genres we talked about last week. Students created a one pager to teach the class about their genre.
Wednesday- We went to the library to learn how to access our email, google classroom and powerschools. I gave students a card with all of their login information, this is glued into their agenda.
Thursday - Students read for 10 minutes and completed the daily journal entry. Students were given time to finish their one pager. We went over what good presenters and good audience members do. Students presented their one pager information to the class. Students were given time to study for their quiz.
Friday - Students read for 10 minutes and completed the daily journal entry. Students completed the Genre quiz. Students were given a plot pre-assessment to see what knowledge students already have about the topic. This did not count for a grade. We went over the answers to the genre quiz. We watched an intro video about plot.
Monday - No School
Tuesday - Students read for 10 minutes and completed the daily journal entry. Students started working on Identifying Genres handout # 2, whatever they did not finish became homework due tomorrow. Students worked in groups and wrote down their observations about a stack of books on their table. After talking about their observations, students assigned the stack of books to one of the genres we talked about last week. Students created a one pager to teach the class about their genre.
Wednesday- We went to the library to learn how to access our email, google classroom and powerschools. I gave students a card with all of their login information, this is glued into their agenda.
Thursday - Students read for 10 minutes and completed the daily journal entry. Students were given time to finish their one pager. We went over what good presenters and good audience members do. Students presented their one pager information to the class. Students were given time to study for their quiz.
Friday - Students read for 10 minutes and completed the daily journal entry. Students completed the Genre quiz. Students were given a plot pre-assessment to see what knowledge students already have about the topic. This did not count for a grade. We went over the answers to the genre quiz. We watched an intro video about plot.
Week 1: 8/28-9/1
Monday- First day of school! Students worked on a handout called "My Sixth Grade Self" where they recorded information about themselves and their thoughts and feelings about the first day of school. This handout was put into an envelope and will be returned on the last day of school. We went over my classroom expectations. Students worked on the Instagram Assignment, where they created an "Instagram picture" to help our class learn about them (due tomorrow)
Tuesday- Students completed the Student Interest Survey. In groups, students worked together to answer the Chalk Talk questions about the start of middle school. After the activity, groups came up with one word to complete the hashtag #thestartof6thgradeis..... Students were given the RAFT assignment. Students will write a letter to me about themselves from the perspective of their parent. I shared an example letter with the students. This assignment is due on Friday.
Wednesday- I read the story "The Paperbag Princess" by Robert Munsch for reading time. We set up our 5-subject spiral notebooks. The first section is for Quarter 1, the second sections is for Quarter 2, the third section is for Quarter 3 and the fourth section is for Quarter 4. The spiral notebook is an interactive notebook. Each page in the table of contents really has two pages, the left side page is for "Student Input", this is where students will complete reflections and journal entries. The right side page is for "Teacher Input", this is where students will glue in notes. The last section is for the 40 Book Challenge. We glued in our log pages for the books we have read, this is where students will keep track of the books the complete for the challenge. In this section, each day students will do a daily journal entry after we read "title/author/pages read/ where I left off in my book is..." we did our first journal entry as a class based on "The Paperbag Princess". We viewed a powerpoint about the 40 Book Challenge. Students worked in groups to complete "The Cup Challenge".
Thursday- I read the story "Horton Hatches the Egg" by Dr. Seuss for reading time and we completed our 2nd daily entry together. Students worked in their table groups and completed the genre word sort. Students took guided notes about Genres. This was glued into our notebook in the Quarter 1 section on page 1R.
Friday- I read the story "Bubba the Cowboy Prince" by Helen Ketteman for reading time and we completed our 3rd daily entry together. Students will need their own independent reading book for Tuesday. We finished the notes from yesterday. On 1L, students completed a journal entry about their favorite genre. Students practiced identifying genres on a handout. With the remaining time students played "Genre Go"
Monday- First day of school! Students worked on a handout called "My Sixth Grade Self" where they recorded information about themselves and their thoughts and feelings about the first day of school. This handout was put into an envelope and will be returned on the last day of school. We went over my classroom expectations. Students worked on the Instagram Assignment, where they created an "Instagram picture" to help our class learn about them (due tomorrow)
Tuesday- Students completed the Student Interest Survey. In groups, students worked together to answer the Chalk Talk questions about the start of middle school. After the activity, groups came up with one word to complete the hashtag #thestartof6thgradeis..... Students were given the RAFT assignment. Students will write a letter to me about themselves from the perspective of their parent. I shared an example letter with the students. This assignment is due on Friday.
Wednesday- I read the story "The Paperbag Princess" by Robert Munsch for reading time. We set up our 5-subject spiral notebooks. The first section is for Quarter 1, the second sections is for Quarter 2, the third section is for Quarter 3 and the fourth section is for Quarter 4. The spiral notebook is an interactive notebook. Each page in the table of contents really has two pages, the left side page is for "Student Input", this is where students will complete reflections and journal entries. The right side page is for "Teacher Input", this is where students will glue in notes. The last section is for the 40 Book Challenge. We glued in our log pages for the books we have read, this is where students will keep track of the books the complete for the challenge. In this section, each day students will do a daily journal entry after we read "title/author/pages read/ where I left off in my book is..." we did our first journal entry as a class based on "The Paperbag Princess". We viewed a powerpoint about the 40 Book Challenge. Students worked in groups to complete "The Cup Challenge".
Thursday- I read the story "Horton Hatches the Egg" by Dr. Seuss for reading time and we completed our 2nd daily entry together. Students worked in their table groups and completed the genre word sort. Students took guided notes about Genres. This was glued into our notebook in the Quarter 1 section on page 1R.
Friday- I read the story "Bubba the Cowboy Prince" by Helen Ketteman for reading time and we completed our 3rd daily entry together. Students will need their own independent reading book for Tuesday. We finished the notes from yesterday. On 1L, students completed a journal entry about their favorite genre. Students practiced identifying genres on a handout. With the remaining time students played "Genre Go"