Parents and students:
Monday is the last day to submit dialectical journals over your literature circle novels for a late deduction of 30 points. Students, you did get time in class every day since the novel began (during D.E.A.R. time) to work on these journals if you chose. Good luck – these are a project grade and several are still missing.
All of my students were so amazingly wonderful for the substitute today; thank you! Every class scored a 10 (on a 10 point scale). Though one class was the winner and will get the promised ipod day and treats, I’ve decided to treat all of my students with an extended deadline for their vocabulary practice and chart (reading students) and their comma practice (language arts students.) Any of these assignments not finished by classtime tomorrow – the original due date – will have until Monday to turn these assignments in without a late deduction.
I AM PROUD OF YOU.
FYI – Subject/Verb Agreement Quiz retakes will be held after school on Monday and Tuesday from 4:00 to 4:25. I will be in 2 meetings this Friday morning and so will be unavailable for retakes. I apologize for any inconvenience.
Here’s the audio of Dylan Thomas’s “Do Not Go Gentle…” set to music. We listened to it in class today prior to discussing the poem. Enjoy!
FYI Parents -
All students who turned their personal narrative final copies on Tuesday received them back today, graded. They have until Friday to rewrite their essays if they would like to get lost points back. Any student who made below an 85 may complete rewrites and will regain points based on the quality of their work. Any student who turned their essay in today (Wednesday) will receive their work back tomorrow. They still must turn in a rewrite by Friday to receive credit.
Additionally, essays turned in tomorrow will have received a 15 point late reduction; essays turned in on Friday will lose 30 points for lateness.
Please look through your child’s personal narrative outline, notes, rubric, and example – all found in their interactive notebooks.
Thanks!
I will be taking highlighter packs (of 5 or more) through tomorrow and trading Mercy Passes for them. Thanks to everyone who has donated so far!
Parents,
Our classroom is in dire need of the following items:
We need the highlighters for an activity on Wednesday, so anyone who is able to bring a 5 pack in tomorrow (Tuesday) will get a multi-purpose “Mercy Pass” usable for either their language arts or reading class with me. Amongst other things, these passes can count as a homework pass or can excuse late points from any assignment. Limit one per student!
Thank you for anyone who is able to help out. Anything not donated I will be purchasing the the kids’ use.
Week of February 6th – 10th
|
Monday |
|
|
Topic: |
Adverb Clauses, Draft Writing and Revision, Dependent and Independent Clauses (Review) |
|
Goal: |
Students will isolate adverb clauses in published sentences, locate the action being modified, and create imitation sentences which correctly use adverb clauses. Students will continue to revise for word choice and clarity of ideas. Students will practice locating dependent and independent clauses within sentences in order to recognize and prevent both sentence fragments and run-ons. |
|
TEKS: |
adverb clauses, prompt writing, drafting multiple copies of a piece for clarity of ideas and word choice, focus on a controlling idea, dependent and independent clauses and attendant punctuation and repair methods |
|
Resource: |
Kilgallon’s Sentence Composing book, Interactive Notebooks, copies of student work |
|
Assign: |
1. Interactive Notebook – Adverb Clauses
2. DOL – Adverb Clauses 3. www.chompchomp.com fragments and run-ons practice 4. Review Steps 1 and 2 of Revision 5. Pass back portfolio work HW: study adjective and adverb clauses self-revision work due by end of class Wednesday 2/8 8 journal entries due @ end of 4th six weeks |
|
Tuesday |
|
|
Topic: |
Adverb Clauses, Draft Writing and Revision, Dependent and Independent Clauses (Review) |
|
Goal: |
Students will isolate adverb clauses in published sentences, locate the action being modified, and create imitation sentences which correctly use adverb clauses. Students will continue to revise for word choice and clarity of ideas. Students will practice locating dependent and independent clauses within sentences in order to recognize and prevent both sentence fragments and run-ons. |
|
TEKS: |
adverb clauses, prompt writing, drafting multiple copies of a piece for clarity of ideas and word choice, focus on a controlling idea, dependent and independent clauses and attendant punctuation and repair methods |
|
Resource: |
Kilgallon’s Sentence Composing book, Interactive Notebooks, Self-Revision Checklists |
|
Assign: |
1. DOL – Adjective Clauses
2. www.chompchomp.com -fragments and run-ons practice 3. Self-Revision HW: study adjective and adverb clauses self-revision work due @ end of class tomorrow 8 journal entries due @ end of 4th six weeks |
|
Wednesday |
|
|
Topic: |
Adverb Clauses, Draft Writing and Revision, Dependent and Independent Clauses (Review) |
|
Goal: |
Students will isolate adverb clauses in published sentences, locate the action being modified, and create imitation sentences which correctly use adverb clauses. Students will continue to revise for word choice and clarity of ideas. Students will practice locating dependent and independent clauses within sentences in order to recognize and prevent both sentence fragments and run-ons. |
|
TEKS: |
adverb clauses, prompt writing, drafting multiple copies of a piece for clarity of ideas and word choice, focus on a controlling idea, dependent and independent clauses and attendant punctuation and repair methods |
|
Resource: |
Kilgallon’s Sentence Composing book, Interactive Notebooks, Self-Revision Checklists |
|
Assign: |
1. DOL – Adverb Clauses
2. www.chompchomp.com – fragments and run-ons practice 3. Complete Self-Revision and turn-in for teacher review HW: study adjective and adverb clauses 8 journal entries due @ end of 4th six weeks |
|
Thursday |
|
|
Topic: |
Adverb Clauses, Draft Writing and Revision, Dependent and Independent Clauses (Review) |
|
Goal: |
Students will isolate adverb clauses in published sentences, locate the action being modified, and create imitation sentences which correctly use adverb clauses. Students will continue to revise for word choice and clarity of ideas. Students will practice locating dependent and independent clauses within sentences in order to recognize and prevent both sentence fragments and run-ons. |
|
TEKS: |
adverb clauses, prompt writing, drafting multiple copies of a piece for clarity of ideas and word choice, focus on a controlling idea, dependent and independent clauses and attendant punctuation and repair methods |
|
Resource: |
Kilgallon’s Sentence Composing book, Interactive Notebooks, Partner- Revision Checklists |
|
Assign: |
1. DOL – Adverb Clauses and Adjective Clauses Review
2. Partner Revision of Personal Narrative 3. IN – Appositive Notes HW: study adjective and adverb clauses 8 journal entries due @ end of 4th six weeks |
|
Friday |
|
|
Topic: |
Adverb Clauses, Draft Writing and Revision, Dependent and Independent Clauses (Review) |
|
Goal: |
Students will isolate adjective and adverb clauses in published sentences, locate the noun/pronoun or the action being modified and create imitation sentences which correctly use adverb and adjective clauses. Students will write a second personal narrative draft reflecting revision work. |
|
TEKS: |
adjective and adverb clauses, prompt writing, drafting multiple copies of a piece for clarity of ideas and word choice, focus on a controlling idea, dependent and independent clauses and attendant punctuation and repair methods |
|
Resource: |
Kilgallon’s Sentence Composing book, Interactive Notebooks, Partner- Revision Checklists |
|
Assign: |
1. Adjective and Adverb Clause Quiz
2. Write Draft #2 HW: 8 journal entries due @ end of 4th six weeks |
READING – February 6th – 10th
|
Monday |
|
|
Topic: |
TPCASSSTT Poetry Analysis, Review of Unit #9 Vocabulary |
|
Goal: |
Analyze word choice for implied meaning. Use TPCASSSTT formula to break down poetry to determine message, theme, tone, etc…Students will participate in a whole class analysis of a poem through discussion and a modeled graphic organizer |
|
TEKS: |
7.2A and B, 7.8A, 7.9A, Fig19B, Fig19D |
|
Resource: |
Interactive Notebooks |
|
Assign: |
1. D.E.A.R. Time2. Detail Analysis
3. Review Unit #9 Vocabulary Quiz 4. Poetry Analysis HW: Reading Log [150 minutes per week], next report in class on Thursday |
|
Tuesday |
|
|
Topic: |
TPCASSSTT Poetry Analysis |
|
Goal: |
Analyze word choice for implied meaning. Students will choose the correct definitions, synonyms, and antonyms for assigned terms. Students will answer questions based on the words in context and will create original sentences featuring this unit’s terms. |
|
TEKS: |
7.2A and B, 7.8A, 7.9A, Fig19B, Fig19D |
|
Resource: |
Interactive Notebooks, Vocabulary Charts |
|
Assign: |
1. D.E.A.R.2. Detail Analysis
3. Unit #10 Vocabulary HW: reading log [150 minutes per week], next book report on Thursday |
|
Wednesday |
|
|
Topic: |
TPCASSSTT Poetry Analysis |
|
Goal: |
Analyze word choice for implied meaning. Use TPCASSSTT formula to break down poetry to determine message, theme, tone, etc…Students will participate in a whole class analysis of a poem through discussion and a modeled graphic organizer |
|
TEKS: |
7.2A and B, 7.8A, 7.9A, Fig19B, Fig19D |
|
Resource: |
Interactive Notebooks, TPCASSSTT graphic organizer, handout of “One Art” and “End of Winter” |
|
Assign: |
1. D.E.A.R.2. Detail Analysis
3. Poetry Analysis 4. Unit #10 Vocabulary HW: reading log [150 minutes per week], next book report on Thursday |
|
Thursday |
|
|
Topic: |
TPCASSSTT Poetry Analysis |
|
Goal: |
Write short answer evaluative responses analyzing independent reading novels. Focus on setting’s effects on plot as well as internal and external responses of the characters to conflict. |
|
TEKS: |
7.2A and B, 7.8A, 7.9A, Fig19B, Fig19D |
|
Resource: |
Interactive Notebooks, novels, individual book report forms |
|
Assign: |
1. Book Report
2. Unit #10 Vocabulary HW: Reading log [150 minutes per week] |
|
Friday |
|
|
Topic: |
Kamico Testing Practice, Library Visit |
|
Goal: |
Students will answer level 2 and 3 questions over reading and prove responses from the text. |
|
TEKS: |
literal, interpretive, and evaluative questions over text, distinguish between author’s purpose and theme in expository texts |
|
Resource: |
Kamico STARR Readiness Book for Reading |
|
Assign: |
1. Partners – Read short expository piece
2. Answer Kilgo-based open-ended questions over reading 3. Library visit for next independent novel |
Students will work on mandatory test corrections over today’s test tomorrow, Friday, 2/3. Students will receive 3 points back on their test for each corrected answer missed. All students will work on corrections, regardless of their score, unless their original grade was a 90 or above in which case they may opt out and work on journal entries or reading during correction time.
In order to do well on this test students needed to have studied their notes prior to taking the test as well as use their notes during the test. To prepare for corrections, I recommend students review their notes this evening.
Good luck! May the odds be ever in your favor…
-Ms. V
This Wednesday, February 1st, my pre-ap Language Arts students will have an interactive notebook test. If their notebooks are not up to date or if they don’t bring them, they won’t be able to pass the test.
© 2012 The Yak Herd Herald — Sitemap — Cutline by Chris Pearson
Hosted by Edublogs.org
